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Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” - 1.NBT.2a 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 subtraction problems involving taking from a group. - 1.OA.1.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). - K.G.B.4 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. - K.G.B.5 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 Describe and compare objects by capacity. - K.MD.14.2 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. - K.G.1 Describe and compare objects by length and height. - K.MD.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.3 Solve math problems about objects with measurable attributes by using precision. - K.MD.14.6 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. - MAFS.K.NBT.1.1 Use words to describe and compare how an object can be measured. - K.MD.14.5 Use measurable attributes to describe different objects. - K.MD.14.4 Describe and compare objects by weight. - K.MD.14.3 Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" - K.G.6 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). - K.G.4 Count to 120, 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 Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. - K.G.5 Understand that the two digits of a two-digit number represent amounts of tens and ones. - 1.NBT.2 Correctly name shapes regardless of their orientations or overall size. - K.G.2 Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). - K.G.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. - K.MD.B.3 Find number partners for 10. - K.OA.8.9 Write equations to show parts 10 and solve problems. - K.OA.8.8 Show how to make a group of 10. - K.OA.8.7 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. - MAFS.K.MD.2.3 Write equations to show parts of 8 and 9 and solve problems. - K.OA.8.6 Write equations to show parts of 6 and 7 and solve problems. - K.OA.8.5 Write addition and subtraction equations within 5 and remember them. - K.OA.8.4 Sort objects by characteristics (e.g., big/little, colors, shapes). - MAFS.K.MD.2.AP.3a Reason about numbers and operations. - K.OA.8.3 Solve related addition and subtraction equations. - K.OA.8.2 Write equations to show parts of 5 and solve problems. - K.OA.8.1 Count to 120, 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 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. 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. - 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 Count up to the number 5. - K.CC.1.9 Count and write the numbers 11 and 12. - K.CC.9.1 Read and write the number 0. - K.CC.1.8 Count and write the numbers 16 and 17. - K.CC.9.3 Count and write the numbers 13, 14, and 15. - K.CC.9.2 Count forward from any number to a number within 20. - K.CC.9.5 Describe and compare attributes of length, area, weight, and capacity of everyday objects. - CC.2.4.K.A.1 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. - MAFS.K.MD.1.a Count and write the numbers 18, 19, and 20. - K.CC.9.4 Use reasoning to count and write numbers to the number 20. - K.CC.9.7 Count to find how many are in a group. - K.CC.9.6 Count to 100 by ones and by tens. - K.CC.A.1 Use a ten-frame to solve addition facts with 5 and 10. - 1.OA.2.4 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). - K.CC.A.3 Use the same addends to write two different equations with the same sum. - 1.OA.2.5 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). - K.CC.A.2 Rote count up to 10. - MAFS.K.CC.1.AP.1a Use addition facts to 10 to solve subtraction problems. - 1.OA.2.7 Add and subtract fluently within 5. - K.ATO.5 Rote count up to 31. - MAFS.K.CC.1.AP.1b Rote count up to 100. - MAFS.K.CC.1.AP.1c Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) - MAFS.K.OA.1.a Use spatial language (e.g., above, below) to describe two-dimensional shapes. - MAFS.K.G.1.AP.1a Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. - K.CC.4b Count 1, 2, and 3 objects. - K.CC.1.1 When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. - K.CC.4a Read and write the numbers 1, 2, and 3. - K.CC.1.3 Understand that each successive number name refers to a quantity that is one larger. - K.CC.4c Count groups of 1, 2, and 3 objects shown in different ways. - K.CC.1.2 Count groups of 4 and 5 objects shown in different ways. - K.CC.1.5 Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. - K.2.1.1 Count 4 and 5 objects. - K.CC.1.4 Use zero to tell when there are no objects. - K.CC.1.7 Read and write the numbers 4 and 5. - K.CC.1.6 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. - K.MD.A.1 Fluently add and subtract within 5. - K.OA.A.5 Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. - K.MD.A.2 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. - K.OA.A.4 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). - K.OA.A.3 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. - K.OA.A.2 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. - K.OA.A.1 When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. - MAFS.K.CC.2.4.a Understand that each successive number name refers to a quantity that is one larger. - MAFS.K.CC.2.4.c Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. - MAFS.K.CC.2.4.b Rote count forward from a given number (instead of having to begin at 1). - MAFS.K.CC.1.AP.2a Compose and decompose numbers up to 10 with objects and pictures. - K.1.2.2 Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. - K.1.2.1 Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. - K.OA.1 Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. - K.ATO.2 the last number said tells the number of objects in the set (cardinality); - K.NS.4a Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. - K.OA.2 Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. - K.ATO.1 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). - K.OA.3 Create a sum of 10 using objects and drawings when given one of two addends 1-9. - K.ATO.4 Compose and decompose numbers up to 10 using objects, drawings, and equations. - K.ATO.3 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. - K.OA.4 Fluently add and subtract within 5. - K.OA.5 Recognize two-dimensional shapes (e.g., circle, square, triangle, rectangle), regardless of orientation or size. - MAFS.K.G.1.AP.2a Identify the smaller or larger number given two numbers between 0 and 10. - MAFS.K.CC.3.AP.7a Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. - MAFS.K.MD.1.1 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. - MAFS.K12.MP.2.1 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. - MAFS.K.MD.1.2 each successive number name refers to a quantity that is one more and each previous number name refers to a quantity that is one less. - K.NS.4c the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); - K.NS.4b Classify objects and count the number of objects in each category. - CC.2.4.K.A.4 Determine the number that is 10 more or 10 less than a given number through 99 and explain the reasoning verbally and with multiple representations, including concrete models. - 1.NSBT.5 Fluently add and subtract within 5. - MAFS.K.OA.1.5 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. - MAFS.K.OA.1.4 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); 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 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) - MAFS.K.OA.1.2 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. - MAFS.K.OA.1.1 Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). - MAFS.K.CC.1.3 Make sense of problems and persevere in solving them. a) Relate a problem to prior knowledge. b) Recognize there may be multiple entry points to a problem and more than one path to a solution. c) Analyze what is given, what is not given, what is being asked, and what strategies are needed, and make an initial attempt to solve a problem. d) Evaluate the success of an approach to solve a problem and refine it if necessary. - MP.1 Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. - MP.2 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 Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. - MP.7 Look for and express regularity in repeated reasoning. - MP.8 Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others. a) Construct and justify a solution to a problem. b) Compare and discuss the validity of various reasoning strategies. c) Make conjectures and explore their validity. d) Reflect on and provide thoughtful responses to the reasoning of others. - MP.3 Connect mathematical ideas and real-world situations through modeling. a) Identify relevant quantities and develop a model to describe their relationships. b) Interpret mathematical models in the context of the situation. c) Make assumptions and estimates to simplify complicated situations. d) Evaluate the reasonableness of a model and refine if necessary. - MP.4 Use a variety of mathematical tools effectively and strategically. a) Select and use appropriate tools when solving a mathematical problem. b) Use technological tools and other external mathematical resources to explore and deepen understanding of concepts. - MP.5 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). - MAFS.K.CC.1.2 Count to 100 by ones and by tens. - MAFS.K.CC.1.1 Communicate mathematically and approach mathematical situations with precision. a) Express numerical answers with the degree of precision appropriate for the context of a situation. b) Represent numbers in an appropriate form according to the context of the situation. c) Use appropriate and precise mathematical language. d) Use appropriate units, scales, and labels. - MP.6 Use math to explain what you know about counting. - K.CC.1.10 Compare two objects with a measurable attribute in common to see which object has more/less of the attribute. (length, height, weight). - MAFS.K.MD.1.AP.2a Find a missing part to make 10. - K.OA.8.10 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 Count forward by ones and tens to 100. - K.NS.1 Count forward by ones beginning from any number less than 100. - K.NS.2 Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. - K.NS.3 Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner - K.NS.5 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. - K.NBT.A.1 Identify and describe two- and three-dimensional shapes. - CC.2.3.K.A.1 Analyze, compare, create, and compose two- and three-dimensional shapes. - CC.2.3.K.A.2 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. - MAFS.K12.MP.5.1 Describe objects in terms of measurable attributes (longer, shorted, heavier, lighter, etc.). - MAFS.K.MD.1.AP.1a Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. - K.NS.7 Compare two written numerals up to 10 using more than, less than or equal to. - K.NS.8 Use place value to compose and decompose numbers within 19. - CC.2.1.K.B.1 Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. - K.3.1.1 Sort objects using characteristics such as shape, size, color and thickness. - K.3.1.2 Look for and make use of structure. - K.MP.7 Attend to precision. - K.MP.6 Use appropriate tools strategically. - K.MP.5 Model with mathematics. - K.MP.4 Construct viable arguments and critique the reasoning of others. - K.MP.3 Reason abstractly and quantitatively. - K.MP.2 Use basic shapes and spatial reasoning to model objects in the real-world. - K.3.1.3 Make sense of problems and persevere in solving them. - K.MP.1 Look for and express regularity in repeated reasoning. - K.MP.8 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 fluency with addition and related subtraction facts through 10. - 1.ATO.6b addition and subtraction through 20; - 1.ATO.6a Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. - LAFS.K.SL.1.2 Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. - LAFS.K.SL.1.1 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 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. - LAFS.K.SL.1.3 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. - 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 Solve word problems that call for addition of three whole numbers whose sum is less 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 Apply the concept of magnitude to compare numbers and quantities. - CC.2.1.K.A.3 Count tens and ones to find a two-digit number. - 1.NC.8.4 Know number names and write and recite the count sequence. - CC.2.1.K.A.1 Apply one-to-one correspondence to count the number of objects. - CC.2.1.K.A.2 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); 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 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 Use words to compare objects according to length, size, weight and position. - K.3.2.1 Repeat something from one problem to help solve another problem. - K.CC.4.5 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. - MAFS.K.CC.3.6 Compare two numbers between 1 and 10 presented as written numerals. - MAFS.K.CC.3.7 Solve real-world/story problems using addition (as a joining action and as a part-part-whole action) and subtraction (as a separation action, finding parts of the whole, and as a comparison) through 20 with unknowns in all positions. - 1.ATO.1 ten ones can be thought of as a bundle (group) called a “ten”; - 1.NSBT.2a Match the numeral to the number of objects in a set. - MAFS.K.CC.2.AP.4c the tens digit in a two-digit number represents the number of tens and the ones digit represents the number of ones; - 1.NSBT.2b two-digit numbers can be decomposed in a variety of ways (e.g., 52 can be decomposed as 5 tens and 2 ones or 4 tens and 12 ones, etc.) and record the decomposition as an equation. - 1.NSBT.2c Use different strategies to add three numbers. - 1.OA.5.4 Identify the set that has more. - MAFS.K.CC.2.AP.4a Recognize two-dimensional shapes in environment, regardless or orientation or size. - MAFS.K.G.2.AP.4a Count up to 10 objects in a line, rectangle, or array. - MAFS.K.CC.2.AP.4b Use spatial language (e.g., above, below, etc.) to describe three-dimensional shapes. - MAFS.K.G.2.AP.4b Order 2 or 3 objects using measurable attributes, such as length and weight. - K.3.2.2 Understand subtraction as an unknown addend problem. - 1.ATO.4 Apply Commutative and Associative Properties of Addition to find the sum (through 20) of two or three addends. - 1.ATO.3 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. - LAFS.K.W.1.2 Extend the concepts of putting together and taking apart to add and subtract within 10. - CC.2.2.K.A.1 Compare groups of numbers using numerals to 10. - K.CC.4.2 Compare groups of up to 10 objects. - K.CC.4.1 Compare two numbers. - K.CC.4.4 Compare groups of numbers by counting. - K.CC.4.3 Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. - 1.1.1.1 Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. - K.MDA.3 Read, write and represent whole numbers up to 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 For any number from 1-4, find the number that makes 5 when added to the given number by using objects or drawings. - MAFS.K.OA.1.AP.4a Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. - K.MDA.2 Count, with and without objects, forward and backward from any given number up to 120. - 1.1.1.3 For any number from 1-9, find the number that makes 10 when added to the given number by using objects or drawings. - MAFS.K.OA.1.AP.4b Identify measurable attributes (length, weight) of an object. - K.MDA.1 Find a number that is 10 more or 10 less than a given number. - 1.1.1.4 count forward by ones to 120 starting at any number; - 1.NSBT.1a read and write in word form numbers zero through nineteen, and multiples of ten through ninety. - 1.NSBT.1d 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. - 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 Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. - CC.2.1.1.B.2 Extend the counting sequence to read and write numerals to represent objects. - CC.2.1.1.B.1 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. - MAFS.K.CC.2.5 Add to find sums within 5. - MAFS.K.OA.1.AP.5a Understand the relationship between numbers and quantities; connect counting to cardinality. - MAFS.K.CC.2.4 Subtract to find difference within 5. - MAFS.K.OA.1.AP.5b Count forward beginning from a given number within the known sequence (instead of having to begin at 1). - K.CC.2 Count to 100 by ones and by tens. - K.CC.1 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. - K.CC.6 Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” - MAFS.K.G.2.6 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. - K.CC.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. - MAFS.K.G.2.5 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). - MAFS.K.G.2.4 Understand the relationship between numbers and quantities; connect counting to cardinality. - K.CC.4 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). - K.CC.3 Compare two numbers between 1 and 10 presented as written numerals. - K.CC.7 Express the length of an object as a whole number of lengths of another shorter object. - MAFS.K.MD.1.AP.aa Use words, pictures, objects, length-based models (connecting cubes), 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 Tell whether the way objects have been sorted, counted, and compared makes sense. - K.MD.5.4 Use counting to compare how many objects are in categories. - K.MD.5.3 Count how many objects are in different categories. - K.MD.5.2 Classify objects into categories and tell why the are in each category. - K.MD.5.1 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. - MAFS.K12.MP.6.1 Find parts of the numbers 14, 15, and 16 when one part is 10. - K.NC.10.5 Find parts of the numbers 17, 18, and 19 when one part is 10. - K.NC.10.6 Look for patterns to make and find the parts of numbers to 19. - K.NC.10.7 Use drawings and equations to make the numbers 11, 12, and 13. - K.NC.10.1 Make the numbers 14, 15, and 16. - K.NC.10.2 Make the numbers 17, 18, and 19. - K.NC.10.3 Find parts of the numbers 11, 12, and 13 when one part is 10. - K.NC.10.4 Identify numerals 1 - 10. - MAFS.K.CC.1.AP.3a Identify the numerals 1-10 when presented with the name of the number. - MAFS.K.CC.1.AP.3b Write or select the numerals 1-10. - MAFS.K.CC.1.AP.3c Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. - K.CC.B.5 Compare two sets and identify the set that is greater than the other set, up to 10. - MAFS.K.CC.3.AP.6a Compare two sets and identify the set that is less than the other set, up to 10. - MAFS.K.CC.3.AP.6b Use objects to solve word problems related to addition and subtraction that involve unknowns and quantities up to 5. - MAFS.K.OA.1.AP.aa Compare 2 sets and identify if the set is equal to the other set, up to 10. - MAFS.K.CC.3.AP.6c Identify shapes as two-dimensional (lying flat) or three-dimensional (“solid”). - MAFS.K.G.1.AP.3a Tell whether one group is greater in number than another group. - K.CC.2.2 Compare groups to see whether they are equal by matching. - K.CC.2.1 Compare numbers. - K.CC.2.4 Tell whether one group is less in number than another group. - K.CC.2.3 Use objects, drawings, and numbers to compare numbers. - K.CC.2.5 Compare and order whole numbers, with and without objects, from 0 to 20. - K.1.1.5 Model adding different numbers together by drawing, counting, or writing equations. - K.OA.6.8 Skip count by tens to 100. - K.CC.11.3 Use patterns to add numbers together. - K.OA.6.7 Count forward from any number to 100 by ones. - K.CC.11.4 Use equations to represent and explain addition. - K.OA.6.6 Build 2-D shapes that match given attributes. - K.G.13.6 See patterns when I count. - K.CC.11.5 Solve addition problems. - K.OA.6.5 Use materials to build 3-D shapes. - K.G.13.7 Count, with and without objects, forward and backward to at least 20. - K.1.1.3 Make sense of problems about shapes. - K.G.13.4 Write an equation to show addition. - K.OA.6.4 Find a number that is 1 more or 1 less than a given number. - K.1.1.4 Represent addition as putting two or more numbers together. - K.OA.6.3 Make 2-D shapes using other 2-D shapes. - K.G.13.5 Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. - K.1.1.1 Analyze and compare 3-D shapes. - K.G.13.2 Represent addition as adding to a number. - K.OA.6.2 Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. - K.1.1.2 Show numbers in many ways - K.OA.6.1 Analyze and compare 2-D and 3-D shapes. - K.G.13.3 Compare two numbers between 1 and 10 presented as written numerals. - K.CC.C.7 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. - K.CC.C.6 Analyze and compare 2-D shapes. - K.G.13.1 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). - MAFS.K.G.1.3 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. - MAFS.K12.MP.1.1 Correctly name shapes regardless of their orientations or overall size. - MAFS.K.G.1.2 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 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. - MAFS.K.G.1.1 Identify the value of a base ten block and ones block to build representations of 11-15. - MAFS.K.NBT.1.AP.1a Use patterns to count to 30. - K.CC.11.1 Use patterns to count to 50. - K.CC.11.2 Understand that each successive number name refers to a quantity that is one larger. - K.CC.B.4c Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. - K.CC.B.4b When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. - K.CC.B.4a Count groups of numbers to 10. - K.CC.3.7 Read and write the number 10. - K.CC.3.6 Use counting patterns to solve a problem. - K.CC.3.8 Compose a larger shape from smaller shapes. - MAFS.K.G.2.AP.6a Model with objects or communicate which groups of objects model add ___ or take away within 5 objects. - MAFS.K.OA.1.AP.1a Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. - K.G.A.1 Correctly name shapes regardless of their orientations or overall size. - K.G.A.2 Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). - K.G.A.3 Solve addition and subtraction word problems within 20. - MAFS.1.OA.1.AP.1b Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. - MAFS.1.OA.1.AP.1a Count the numbers 6 and 7. - K.CC.3.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. - K.NBT.1 Count the numbers 8 and 9 - K.CC.3.3 Read and write the numbers 6 and 7. - K.CC.3.2 Count to the number 10. - K.CC.3.5 Read and write the numbers 8 and 9. - K.CC.3.4 Solve one-step addition and subtraction word problems, and add and subtract within 10 using objects, drawings, or pictures. - MAFS.K.OA.1.AP.2a Count two sets to find sums up to 10. - MAFS.K.OA.1.AP.2b Solve word problems within 10. - MAFS.K.OA.1.AP.2c Use tools to subtract numbers. - K.OA.7.7 Find patterns in subtraction equations. - K.OA.7.6 Describe positions of shapes in the environment. - K.G.12.7 Find the difference of two numbers. - K.OA.7.5 Write an equation to show subtraction. - K.OA.7.4 Represent subtraction as taking away from a whole. - K.OA.7.3 Describe and identify solid figures. - K.G.12.5 Count up to 10 objects in a line, rectangle, or array. - MAFS.K.CC.2.AP.5b Build three-dimensional shapes. - MAFS.K.G.2.AP.5a Describe shapes in the environment. - K.G.12.6 Take apart a number and tell the parts. - K.OA.7.2 Identify and describe squares and other rectangles. - K.G.12.3 Show numbers in many ways. - K.OA.7.1 Describe and identify hexagons. - K.G.12.4 Identify the number of objects in a line, rectangle, or array. - MAFS.K.CC.2.AP.5a Name shapes as flat or solid. - K.G.12.1 Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? - K.G.B.6 Identify and describe circles and triangles. - K.G.12.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. - 1.NBT.B.2 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. - MAFS.K12.MP.8.1 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.A.1 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. - K.MD.3 Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. - K.MD.2 Describe measurable attributes of objects, such as length or weight. 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I_ffa38e3b-8611-31df-84cf-a722de31ba1b_R/BasicLTI.xml I_ffcdbaa5-0137-328b-9c2c-b00319a0ead1_1_R/BasicLTI.xml I_ffce1e9d-6279-30a8-a98b-daf491ad096f_R/BasicLTI.xml I_ffd4ce0a-5706-3c37-8d6d-aef938935bbe_1_R/BasicLTI.xml I_ffd51322-762f-3f51-b397-670e415a2d1b_1_R/BasicLTI.xml I_ffdfd9c9-6578-3db2-8a8b-64d02f941000_1_R/BasicLTI.xml I_ffe9a810-8821-3884-aa2e-3de6a2a16dd9_R/BasicLTI.xml I_fff93a0d-0373-364f-9c20-d475fd0e4531_R/BasicLTI.xml I_fffe3bc5-b2bd-3c1a-8aa0-da7d8d833ede_R/BasicLTI.xml I_fffe8dd8-9f1c-39ca-b73b-52e2283bb189_R/BasicLTI.xml Title: enVision Mathematics 2020 Grade K Description: enVision Mathematics 2020 Grade K Grade K Readiness Tests Grade K Readiness Test Grade K 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: Numbers 0 to 5 Topic 1: Animated Math Story: Count the Eggs 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: Count 1, 2, and 3 Interactive Student Edition: Grade K 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: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count 1, 2, and 3 objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count 1, 2, and 3 objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Practice and Problem Solving 1-1: Student Edition Practice Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count 1, 2, and 3 objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 1-1: Interactive Additional Practice Step 3: Assess & Differentiate 1-1: Another Look Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count 1, 2, and 3 objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 1-1: Enrichment Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count 1, 2, and 3 objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 1-1: Quick Check Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count 1, 2, and 3 objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 1-1: Reteach to Build Understanding Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count 1, 2, and 3 objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 1-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 1-1: Enrichment 1-1: Digital Math Tool Activity 1-1: Problem-Solving Reading Activity Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count 1, 2, and 3 objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 1-1: Another Look Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count 1, 2, and 3 objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Spanish Resources 1-1: eText del Libro del estudiante 1-1: Repaso diario 1-1: Aprendizaje visual 1-1: Práctica adicional interactiva 1-1: Refuerzo para mejorar la comprensión 1-1: Desarrollar la competencia matemática 1-1: Ampliación 1-2: Recognize 1, 2, and 3 in Different Arrangements Interactive Student Edition: Grade K 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: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count groups of 1, 2, and 3 objects shown in different ways. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count groups of 1, 2, and 3 objects shown in different ways. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Practice and Problem Solving 1-2: Student Edition Practice Curriculum Standards: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count groups of 1, 2, and 3 objects shown in different ways. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. 1-2: Interactive Additional Practice Step 3: Assess & Differentiate 1-2: Another Look Curriculum Standards: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count groups of 1, 2, and 3 objects shown in different ways. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. 1-2: Enrichment Curriculum Standards: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count groups of 1, 2, and 3 objects shown in different ways. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. 1-2: Quick Check Curriculum Standards: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count groups of 1, 2, and 3 objects shown in different ways. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. 1-2: Reteach to Build Understanding Curriculum Standards: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count groups of 1, 2, and 3 objects shown in different ways. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. 1-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 1-2: Enrichment 1-2: Digital Math Tool Activity 1-2: Pick a Project 1-2: Another Look Curriculum Standards: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count groups of 1, 2, and 3 objects shown in different ways. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Spanish Resources 1-2: eText del Libro del estudiante 1-2: Repaso diario 1-2: Aprendizaje visual 1-2: Práctica adicional interactiva 1-2: Refuerzo para mejorar la comprensión 1-2: Desarrollar la competencia matemática 1-2: Ampliación 1-3: Read, Make, and Write 1, 2, and 3 Interactive Student Edition: Grade K 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 1, 2, and 3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 1, 2, and 3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Practice and Problem Solving 1-3: Student Edition Practice Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 1, 2, and 3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 1-3: Interactive Additional Practice Step 3: Assess & Differentiate 1-3: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 1, 2, and 3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 1-3: Enrichment Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 1, 2, and 3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 1-3: Quick Check Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 1, 2, and 3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 1-3: Reteach to Build Understanding Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 1, 2, and 3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 1-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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 1-3: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 1, 2, and 3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Spanish Resources 1-3: eText del Libro del estudiante 1-3: Repaso diario 1-3: Aprendizaje visual 1-3: Práctica adicional interactiva 1-3: Refuerzo para mejorar la comprensión 1-3: Desarrollar la competencia matemática 1-3: Ampliación 1-4: Count 4 and 5 Interactive Student Edition: Grade K 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: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count 4 and 5 objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one- to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 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: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count 4 and 5 objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Practice and Problem Solving 1-4: Student Edition Practice Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count 4 and 5 objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 1-4: Interactive Additional Practice Step 3: Assess & Differentiate 1-4: Another Look Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count 4 and 5 objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 1-4: Enrichment Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count 4 and 5 objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 1-4: Quick Check Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count 4 and 5 objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 1-4: Reteach to Build Understanding Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count 4 and 5 objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 1-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: Pick a Project 1-4: Another Look Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count 4 and 5 objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Spanish Resources 1-4: eText del Libro del estudiante 1-4: Repaso diario 1-4: Aprendizaje visual 1-4: Práctica adicional interactiva 1-4: Refuerzo para mejorar la comprensión 1-4: Desarrollar la competencia matemática 1-4: Ampliación 1-5: Recognize 4 and 5 in Different Arrangements Interactive Student Edition: Grade K 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: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count groups of 4 and 5 objects shown in different ways. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count groups of 4 and 5 objects shown in different ways. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Practice and Problem Solving 1-5: Student Edition Practice Curriculum Standards: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count groups of 4 and 5 objects shown in different ways. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. 1-5: Interactive Additional Practice Step 3: Assess & Differentiate 1-5: Another Look Curriculum Standards: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count groups of 4 and 5 objects shown in different ways. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. 1-5: Enrichment Curriculum Standards: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count groups of 4 and 5 objects shown in different ways. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. 1-5: Quick Check Curriculum Standards: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count groups of 4 and 5 objects shown in different ways. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. 1-5: Reteach to Build Understanding Curriculum Standards: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count groups of 4 and 5 objects shown in different ways. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. 1-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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 1-5: Another Look Curriculum Standards: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count groups of 4 and 5 objects shown in different ways. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Spanish Resources 1-5: eText del Libro del estudiante 1-5: Repaso diario 1-5: Aprendizaje visual 1-5: Práctica adicional interactiva 1-5: Refuerzo para mejorar la comprensión 1-5: Desarrollar la competencia matemática 1-5: Ampliación 1-6: Read Make, and Write 4 and 5 Interactive Student Edition: Grade K 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 4 and 5. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0- 20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. For any number from 1-4, find the number that makes 5 when added to the given number by using objects or drawings. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 4 and 5. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Practice and Problem Solving 1-6: Student Edition Practice Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 4 and 5. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 1-6: Interactive Additional Practice Step 3: Assess & Differentiate 1-6: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 4 and 5. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 1-6: Enrichment Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 4 and 5. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 1-6: Quick Check Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 4 and 5. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 1-6: Reteach to Build Understanding Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. For any number from 1-4, find the number that makes 5 when added to the given number by using objects or drawings. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 4 and 5. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 1-6: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: Pick a Project 1-6: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. For any number from 1-4, find the number that makes 5 when added to the given number by using objects or drawings. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 4 and 5. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Spanish Resources 1-6: eText del Libro del estudiante 1-6: Repaso diario 1-6: Aprendizaje visual 1-6: Práctica adicional interactiva 1-6: Refuerzo para mejorar la comprensión 1-6: Desarrollar la competencia matemática 1-6: Ampliación 1-7: Identify the Number 0 Interactive Student Edition: Grade K 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: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Use zero to tell when there are no objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Use zero to tell when there are no objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one- to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Practice and Problem Solving 1-7: Student Edition Practice Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Use zero to tell when there are no objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one- to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 1-7: Interactive Additional Practice Step 3: Assess & Differentiate 1-7: Another Look Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Use zero to tell when there are no objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one- to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 1-7: Enrichment Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Use zero to tell when there are no objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one- to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 1-7: Quick Check Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Use zero to tell when there are no objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one- to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 1-7: Reteach to Build Understanding Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Use zero to tell when there are no objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one- to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 1-7: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: Pick a Project 1-7: Another Look Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Use zero to tell when there are no objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one- to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Spanish Resources 1-7: eText del Libro del estudiante 1-7: Repaso diario 1-7: Aprendizaje visual 1-7: Práctica adicional interactiva 1-7: Refuerzo para mejorar la comprensión 1-7: Desarrollar la competencia matemática 1-7: Ampliación Topic 1: 3-Act Math: Set the Table Interactive Student Edition: Grade K, Topic 1: 3-Act Math Mathematical Modeling Topic 1: 3-Act Math: Set the Table, Act 1 Topic 1: 3-Act Math: Set the Table, Act 2 Topic 1: 3-Act Math: Set the Table, Act 3 Topic 1: 3-Act Math: Set the Table, Sequel 1-8: Read and Write 0 Interactive Student Edition: Grade K 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the number 0. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the number 0. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Practice and Problem Solving 1-8: Student Edition Practice Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the number 0. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 1-8: Interactive Additional Practice Step 3: Assess & Differentiate 1-8: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the number 0. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 1-8: Enrichment Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the number 0. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 1-8: Quick Check Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the number 0. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 1-8: Reteach to Build Understanding Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the number 0. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 1-8: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 1-8: Enrichment 1-8: Digital Math Tool Activity 1-8: Problem-Solving Reading Activity Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the number 0. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 1-8: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the number 0. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Spanish Resources 1-8: eText del Libro del estudiante 1-8: Repaso diario 1-8: Aprendizaje visual 1-8: Práctica adicional interactiva 1-8: Refuerzo para mejorar la comprensión 1-8: Desarrollar la competencia matemática 1-8: Ampliación 1-9: Numbers to 5 Interactive Student Edition: Grade K 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: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that each successive number name refers to a quantity that is one larger. each successive number name refers to a quantity that is one more and each previous number name refers to a quantity that is one less. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that each successive number name refers to a quantity that is one larger. Count up to the number 5. Understand that each successive number name refers to a quantity that is one larger. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that each successive number name refers to a quantity that is one larger. each successive number name refers to a quantity that is one more and each previous number name refers to a quantity that is one less. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that each successive number name refers to a quantity that is one larger. Count up to the number 5. Understand that each successive number name refers to a quantity that is one larger. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. Rote count up to 10. Practice and Problem Solving 1-9: Student Edition Practice Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that each successive number name refers to a quantity that is one larger. each successive number name refers to a quantity that is one more and each previous number name refers to a quantity that is one less. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that each successive number name refers to a quantity that is one larger. Count up to the number 5. Understand that each successive number name refers to a quantity that is one larger. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. 1-9: Interactive Additional Practice Step 3: Assess & Differentiate 1-9: Another Look Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that each successive number name refers to a quantity that is one larger. each successive number name refers to a quantity that is one more and each previous number name refers to a quantity that is one less. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that each successive number name refers to a quantity that is one larger. Count up to the number 5. Understand that each successive number name refers to a quantity that is one larger. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. 1-9: Enrichment Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that each successive number name refers to a quantity that is one larger. each successive number name refers to a quantity that is one more and each previous number name refers to a quantity that is one less. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that each successive number name refers to a quantity that is one larger. Count up to the number 5. Understand that each successive number name refers to a quantity that is one larger. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. 1-9: Quick Check Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that each successive number name refers to a quantity that is one larger. each successive number name refers to a quantity that is one more and each previous number name refers to a quantity that is one less. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that each successive number name refers to a quantity that is one larger. Count up to the number 5. Understand that each successive number name refers to a quantity that is one larger. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. 1-9: Reteach to Build Understanding Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that each successive number name refers to a quantity that is one larger. each successive number name refers to a quantity that is one more and each previous number name refers to a quantity that is one less. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that each successive number name refers to a quantity that is one larger. Count up to the number 5. Understand that each successive number name refers to a quantity that is one larger. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. 1-9: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 1-9: Enrichment 1-9: Digital Math Tool Activity 1-9: enVision STEM Activity Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that each successive number name refers to a quantity that is one larger. each successive number name refers to a quantity that is one more and each previous number name refers to a quantity that is one less. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that each successive number name refers to a quantity that is one larger. Count up to the number 5. Understand that each successive number name refers to a quantity that is one larger. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. 1-9: Another Look Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that each successive number name refers to a quantity that is one larger. each successive number name refers to a quantity that is one more and each previous number name refers to a quantity that is one less. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that each successive number name refers to a quantity that is one larger. Count up to the number 5. Understand that each successive number name refers to a quantity that is one larger. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. 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: Actividad de enVisionSTEM 1-9: Ampliación 1-10: Problem Solving: Construct Arguments Interactive Student Edition: Grade K Lesson 1-10 Math Anytime 1-10: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-10: Solve & Share Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Construct viable arguments and critique the reasoning of others. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others. a) Construct and justify a solution to a problem. b) Compare and discuss the validity of various reasoning strategies. c) Make conjectures and explore their validity. d) Reflect on and provide thoughtful responses to the reasoning of others. English language learners communicate for social and instructional purposes within the school setting. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. 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. Use math to explain what you know about counting. Construct viable arguments and critique the reasoning of others. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Construct viable arguments and critique the reasoning of others. Apply one-to-one correspondence to count the number of objects. Construct viable arguments and critique the reasoning of others. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 1-10: Visual Learning Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Construct viable arguments and critique the reasoning of others. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others. a) Construct and justify a solution to a problem. b) Compare and discuss the validity of various reasoning strategies. c) Make conjectures and explore their validity. d) Reflect on and provide thoughtful responses to the reasoning of others. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. 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. Use math to explain what you know about counting. Construct viable arguments and critique the reasoning of others. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Construct viable arguments and critique the reasoning of others. Apply one-to-one correspondence to count the number of objects. Construct viable arguments and critique the reasoning of others. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Practice and Problem Solving 1-10: Student Edition Practice Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Construct viable arguments and critique the reasoning of others. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others. a) Construct and justify a solution to a problem. b) Compare and discuss the validity of various reasoning strategies. c) Make conjectures and explore their validity. d) Reflect on and provide thoughtful responses to the reasoning of others. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. 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. Use math to explain what you know about counting. Construct viable arguments and critique the reasoning of others. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Construct viable arguments and critique the reasoning of others. Apply one-to-one correspondence to count the number of objects. Construct viable arguments and critique the reasoning of others. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 1-10: Interactive Additional Practice Step 3: Assess & Differentiate 1-10: Another Look Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Construct viable arguments and critique the reasoning of others. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others. a) Construct and justify a solution to a problem. b) Compare and discuss the validity of various reasoning strategies. c) Make conjectures and explore their validity. d) Reflect on and provide thoughtful responses to the reasoning of others. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. 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. Use math to explain what you know about counting. Construct viable arguments and critique the reasoning of others. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Construct viable arguments and critique the reasoning of others. Apply one-to-one correspondence to count the number of objects. Construct viable arguments and critique the reasoning of others. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 1-10: Enrichment Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Construct viable arguments and critique the reasoning of others. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others. a) Construct and justify a solution to a problem. b) Compare and discuss the validity of various reasoning strategies. c) Make conjectures and explore their validity. d) Reflect on and provide thoughtful responses to the reasoning of others. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. 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. Use math to explain what you know about counting. Construct viable arguments and critique the reasoning of others. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Construct viable arguments and critique the reasoning of others. Apply one-to-one correspondence to count the number of objects. Construct viable arguments and critique the reasoning of others. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 1-10: Quick Check Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Construct viable arguments and critique the reasoning of others. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others. a) Construct and justify a solution to a problem. b) Compare and discuss the validity of various reasoning strategies. c) Make conjectures and explore their validity. d) Reflect on and provide thoughtful responses to the reasoning of others. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. 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. Use math to explain what you know about counting. Construct viable arguments and critique the reasoning of others. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Construct viable arguments and critique the reasoning of others. Apply one-to-one correspondence to count the number of objects. Construct viable arguments and critique the reasoning of others. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 1-10: Reteach to Build Understanding Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Construct viable arguments and critique the reasoning of others. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others. a) Construct and justify a solution to a problem. b) Compare and discuss the validity of various reasoning strategies. c) Make conjectures and explore their validity. d) Reflect on and provide thoughtful responses to the reasoning of others. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. 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. Use math to explain what you know about counting. Construct viable arguments and critique the reasoning of others. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Construct viable arguments and critique the reasoning of others. Apply one-to-one correspondence to count the number of objects. Construct viable arguments and critique the reasoning of others. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 1-10: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 1-10: Enrichment 1-10: Digital Math Tool Activity 1-10: enVision STEM Activity Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Construct viable arguments and critique the reasoning of others. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others. a) Construct and justify a solution to a problem. b) Compare and discuss the validity of various reasoning strategies. c) Make conjectures and explore their validity. d) Reflect on and provide thoughtful responses to the reasoning of others. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. 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. Use math to explain what you know about counting. Construct viable arguments and critique the reasoning of others. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Construct viable arguments and critique the reasoning of others. Apply one-to-one correspondence to count the number of objects. Construct viable arguments and critique the reasoning of others. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 1-10: Another Look Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Construct viable arguments and critique the reasoning of others. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others. a) Construct and justify a solution to a problem. b) Compare and discuss the validity of various reasoning strategies. c) Make conjectures and explore their validity. d) Reflect on and provide thoughtful responses to the reasoning of others. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. 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. Use math to explain what you know about counting. Construct viable arguments and critique the reasoning of others. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Construct viable arguments and critique the reasoning of others. Apply one-to-one correspondence to count the number of objects. Construct viable arguments and critique the reasoning of others. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Spanish Resources 1-10: eText del Libro del estudiante 1-10: Repaso diario 1-10: Aprendizaje visual 1-10: Práctica adicional interactiva 1-10: Refuerzo para mejorar la comprensión 1-10: Desarrollar la competencia matemática 1-10: Actividad de enVisionSTEM 1-10: Ampliación Topic 1: End of Topic Interactive Student Edition: End of Topic 1 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: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count 1, 2, and 3 objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 1-2: Visual Learning Curriculum Standards: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count groups of 1, 2, and 3 objects shown in different ways. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. 1-4: Visual Learning Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count 4 and 5 objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 1-6: Visual Learning Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 4 and 5. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 1-7: Visual Learning Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Use zero to tell when there are no objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one- to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 1-8: Visual Learning Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the number 0. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 1-5: Visual Learning Curriculum Standards: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count groups of 4 and 5 objects shown in different ways. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. 2-2: Center Games Topic 1 Online Assessment Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count 1, 2, and 3 objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count groups of 1, 2, and 3 objects shown in different ways. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Use zero to tell when there are no objects. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Read and write the number 0. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Count groups of 4 and 5 objects shown in different ways. Read and write the numbers 4 and 5. Count 4 and 5 objects. Topic 1 Spanish Assessments Tema 1: Tarea de rendimento Tema 1: Evaluación Topic 2: Compare Numbers 0 to 5 Topic 2: Animated Math Story: I am Anna 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: Equal Groups Interactive Student Edition: Grade K 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare groups to see whether they are equal by matching. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare groups to see whether they are equal by matching. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Compare 2 sets and identify if the set is equal to the other set, up to 10. Practice and Problem Solving 2-1: Student Edition Practice Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare groups to see whether they are equal by matching. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. 2-1: Interactive Additional Practice Step 3: Assess & Differentiate 2-1: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare groups to see whether they are equal by matching. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. 2-1: Enrichment Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare groups to see whether they are equal by matching. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. 2-1: Quick Check Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare groups to see whether they are equal by matching. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. 2-1: Reteach to Build Understanding Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare groups to see whether they are equal by matching. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Compare 2 sets and identify if the set is equal to the other set, up to 10. 2-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: enVision STEM Activity 2-1: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare groups to see whether they are equal by matching. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Compare 2 sets and identify if the set is equal to the other set, up to 10. Spanish Resources 2-1: eText del Libro del estudiante 2-1: Repaso diario 2-1: Aprendizaje visual 2-1: Práctica adicional interactiva 2-1: Refuerzo para mejorar la comprensión 2-1: Desarrollar la competencia matemática 2-1: Actividad de enVisionSTEM 2-1: Ampliación 2-2: Greater Than Interactive Student Edition: Grade K 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Tell whether one group is greater in number than another group. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Tell whether one group is greater in number than another group. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Compare two sets and identify the set that is greater than the other set, up to 10. Identify the set that has more. Practice and Problem Solving 2-2: Student Edition Practice Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Tell whether one group is greater in number than another group. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. 2-2: Interactive Additional Practice Step 3: Assess & Differentiate 2-2: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Tell whether one group is greater in number than another group. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. 2-2: Enrichment Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Tell whether one group is greater in number than another group. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. 2-2: Quick Check Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Tell whether one group is greater in number than another group. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. 2-2: Reteach to Build Understanding Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Tell whether one group is greater in number than another group. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Compare two sets and identify the set that is greater than the other set, up to 10. Identify the set that has more. 2-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: Pick a Project 2-2: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Tell whether one group is greater in number than another group. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Compare two sets and identify the set that is greater than the other set, up to 10. Identify the set that has more. Spanish Resources 2-2: eText del Libro del estudiante 2-2: Repaso diario 2-2: Aprendizaje visual 2-2: Práctica adicional interactiva 2-2: Refuerzo para mejorar la comprensión 2-2: Desarrollar la competencia matemática 2-2: Ampliación 2-3: Less Than Interactive Student Edition: Grade K 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. English language learners communicate for social and instructional purposes within the school setting. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Tell whether one group is less in number than another group. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Compare two sets and identify the set that is less than the other set, up to 10. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Tell whether one group is less in number than another group. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Practice and Problem Solving 2-3: Student Edition Practice Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Tell whether one group is less in number than another group. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. 2-3: Interactive Additional Practice Step 3: Assess & Differentiate 2-3: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Tell whether one group is less in number than another group. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. 2-3: Enrichment Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Tell whether one group is less in number than another group. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. 2-3: Quick Check Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Tell whether one group is less in number than another group. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. 2-3: Reteach to Build Understanding Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Compare two sets and identify the set that is less than the other set, up to 10. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Tell whether one group is less in number than another group. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. 2-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: Problem-Solving Reading Activity Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare numbers. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Compare and order whole numbers, with and without objects, from 0 to 20. 2-3: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Compare two sets and identify the set that is less than the other set, up to 10. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Tell whether one group is less in number than another group. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Spanish Resources 2-3: eText del Libro del estudiante 2-3: Repaso diario 2-3: Aprendizaje visual 2-3: Práctica adicional interactiva 2-3: Refuerzo para mejorar la comprensión 2-3: Desarrollar la competencia matemática 2-3: Ampliación 2-4: Compare Groups to 5 by Counting Interactive Student Edition: Grade K 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. English language learners communicate for social and instructional purposes within the school setting. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare numbers. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Compare and order whole numbers, with and without objects, from 0 to 20. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare numbers. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Compare and order whole numbers, with and without objects, from 0 to 20. Practice and Problem Solving 2-4: Student Edition Practice Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare numbers. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Compare and order whole numbers, with and without objects, from 0 to 20. 2-4: Interactive Additional Practice Step 3: Assess & Differentiate 2-4: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare numbers. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Compare and order whole numbers, with and without objects, from 0 to 20. 2-4: Enrichment Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare numbers. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Compare and order whole numbers, with and without objects, from 0 to 20. 2-4: Quick Check Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare numbers. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Compare and order whole numbers, with and without objects, from 0 to 20. 2-4: Reteach to Build Understanding Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare numbers. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Compare and order whole numbers, with and without objects, from 0 to 20. 2-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: enVision STEM Activity 2-4: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare numbers. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Compare and order whole numbers, with and without objects, from 0 to 20. Spanish Resources 2-4: eText del Libro del estudiante 2-4: Repaso diario 2-4: Aprendizaje visual 2-4: Práctica adicional interactiva 2-4: Refuerzo para mejorar la comprensión 2-4: Desarrollar la competencia matemática 2-4: Actividad de enVisionSTEM 2-4: Ampliación 2-5: Problem Solving: Model with Math Interactive Student Edition: Grade K 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Model with mathematics. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Connect mathematical ideas and real-world situations through modeling. a) Identify relevant quantities and develop a model to describe their relationships. b) Interpret mathematical models in the context of the situation. c) Make assumptions and estimates to simplify complicated situations. d) Evaluate the reasonableness of a model and refine if necessary. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. 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. Use objects, drawings, and numbers to compare numbers. Model with mathematics. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Model with mathematics. Know number names and write and recite the count sequence. Apply the concept of magnitude to compare numbers and quantities. Model with mathematics. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Compare and order whole numbers, with and without objects, from 0 to 20. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Model with mathematics. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Connect mathematical ideas and real-world situations through modeling. a) Identify relevant quantities and develop a model to describe their relationships. b) Interpret mathematical models in the context of the situation. c) Make assumptions and estimates to simplify complicated situations. d) Evaluate the reasonableness of a model and refine if necessary. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. 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. Use objects, drawings, and numbers to compare numbers. Model with mathematics. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Model with mathematics. Know number names and write and recite the count sequence. Apply the concept of magnitude to compare numbers and quantities. Model with mathematics. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Compare and order whole numbers, with and without objects, from 0 to 20. Practice and Problem Solving 2-5: Student Edition Practice Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Model with mathematics. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Connect mathematical ideas and real-world situations through modeling. a) Identify relevant quantities and develop a model to describe their relationships. b) Interpret mathematical models in the context of the situation. c) Make assumptions and estimates to simplify complicated situations. d) Evaluate the reasonableness of a model and refine if necessary. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. 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. Use objects, drawings, and numbers to compare numbers. Model with mathematics. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Model with mathematics. Know number names and write and recite the count sequence. Apply the concept of magnitude to compare numbers and quantities. Model with mathematics. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Compare and order whole numbers, with and without objects, from 0 to 20. 2-5: Interactive Additional Practice Step 3: Assess & Differentiate 2-5: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Model with mathematics. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Connect mathematical ideas and real-world situations through modeling. a) Identify relevant quantities and develop a model to describe their relationships. b) Interpret mathematical models in the context of the situation. c) Make assumptions and estimates to simplify complicated situations. d) Evaluate the reasonableness of a model and refine if necessary. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. 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. Use objects, drawings, and numbers to compare numbers. Model with mathematics. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Model with mathematics. Know number names and write and recite the count sequence. Apply the concept of magnitude to compare numbers and quantities. Model with mathematics. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Compare and order whole numbers, with and without objects, from 0 to 20. 2-5: Enrichment Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Model with mathematics. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Connect mathematical ideas and real-world situations through modeling. a) Identify relevant quantities and develop a model to describe their relationships. b) Interpret mathematical models in the context of the situation. c) Make assumptions and estimates to simplify complicated situations. d) Evaluate the reasonableness of a model and refine if necessary. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. 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. Use objects, drawings, and numbers to compare numbers. Model with mathematics. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Model with mathematics. Know number names and write and recite the count sequence. Apply the concept of magnitude to compare numbers and quantities. Model with mathematics. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Compare and order whole numbers, with and without objects, from 0 to 20. 2-5: Quick Check Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Model with mathematics. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Connect mathematical ideas and real-world situations through modeling. a) Identify relevant quantities and develop a model to describe their relationships. b) Interpret mathematical models in the context of the situation. c) Make assumptions and estimates to simplify complicated situations. d) Evaluate the reasonableness of a model and refine if necessary. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. 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. Use objects, drawings, and numbers to compare numbers. Model with mathematics. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Model with mathematics. Know number names and write and recite the count sequence. Apply the concept of magnitude to compare numbers and quantities. Model with mathematics. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Compare and order whole numbers, with and without objects, from 0 to 20. 2-5: Reteach to Build Understanding Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Model with mathematics. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Connect mathematical ideas and real-world situations through modeling. a) Identify relevant quantities and develop a model to describe their relationships. b) Interpret mathematical models in the context of the situation. c) Make assumptions and estimates to simplify complicated situations. d) Evaluate the reasonableness of a model and refine if necessary. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. 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. Use objects, drawings, and numbers to compare numbers. Model with mathematics. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Model with mathematics. Know number names and write and recite the count sequence. Apply the concept of magnitude to compare numbers and quantities. Model with mathematics. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Compare and order whole numbers, with and without objects, from 0 to 20. 2-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 2-5: Enrichment 2-5: Digital Math Tool Activity 2-5: Problem-Solving Reading Activity Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare numbers. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Compare and order whole numbers, with and without objects, from 0 to 20. 2-5: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Model with mathematics. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Connect mathematical ideas and real-world situations through modeling. a) Identify relevant quantities and develop a model to describe their relationships. b) Interpret mathematical models in the context of the situation. c) Make assumptions and estimates to simplify complicated situations. d) Evaluate the reasonableness of a model and refine if necessary. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. 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. Use objects, drawings, and numbers to compare numbers. Model with mathematics. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Model with mathematics. Know number names and write and recite the count sequence. Apply the concept of magnitude to compare numbers and quantities. Model with mathematics. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Compare and order whole numbers, with and without objects, from 0 to 20. Spanish Resources 2-5: eText del Libro del estudiante 2-5: Repaso diario 2-5: Aprendizaje visual 2-5: Práctica adicional interactiva 2-5: Refuerzo para mejorar la comprensión 2-5: Desarrollar la competencia matemática 2-5: Ampliación Topic 2: End of Topic Interactive Student Edition: End of Topic 2 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 2-2: Visual Learning Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Tell whether one group is greater in number than another group. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. 2-3: Visual Learning Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Tell whether one group is less in number than another group. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. 2-4: Visual Learning Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare numbers. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Compare and order whole numbers, with and without objects, from 0 to 20. Topic 2 Online Assessment Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Tell whether one group is greater in number than another group. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one- to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Compare numbers. Know number names and write and recite the count sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Tell whether one group is less in number than another group. Topic 2 Spanish Assessments Tema 2: Tarea de rendimento Tema 2: Evaluación Topic 3: Numbers 6 to 10 Topic 3: Animated Math Story: Fun in the Sun 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 6 and 7 Interactive Student Edition: Grade K 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: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count the numbers 6 and 7. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to- one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count the numbers 6 and 7. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Practice and Problem Solving 3-1: Student Edition Practice Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count the numbers 6 and 7. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 3-1: Interactive Additional Practice Step 3: Assess & Differentiate 3-1: Another Look Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count the numbers 6 and 7. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 3-1: Enrichment Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count the numbers 6 and 7. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 3-1: Quick Check Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count the numbers 6 and 7. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 3-1: Reteach to Build Understanding Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count the numbers 6 and 7. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 3-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: Pick a Project 3-1: Another Look Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count the numbers 6 and 7. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Spanish Resources 3-1: eText del Libro del estudiante 3-1: Repaso diario 3-1: Aprendizaje visual 3-1: Práctica adicional interactiva 3-1: Refuerzo para mejorar la comprensión 3-1: Desarrollar la competencia matemática 3-1: Ampliación 3-2: Read, Make, and Write 6 and 7 Interactive Student Edition: Grade K 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 6 and 7. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 6 and 7. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Practice and Problem Solving 3-2: Student Edition Practice Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 6 and 7. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 3-2: Interactive Additional Practice Step 3: Assess & Differentiate 3-2: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 6 and 7. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 3-2: Enrichment Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 6 and 7. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 3-2: Quick Check Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 6 and 7. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 3-2: Reteach to Build Understanding Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 6 and 7. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 3-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 3-2: Enrichment 3-2: Digital Math Tool Activity 3-2: Problem-Solving Reading Activity Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 6 and 7. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 3-2: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 6 and 7. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Spanish Resources 3-2: eText del Libro del estudiante 3-2: Repaso diario 3-2: Aprendizaje visual 3-2: Práctica adicional interactiva 3-2: Refuerzo para mejorar la comprensión 3-2: Desarrollar la competencia matemática 3-2: Ampliación 3-3: Count 8 and 9 Interactive Student Edition: Grade K 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: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count the numbers 8 and 9 When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count the numbers 8 and 9 When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Practice and Problem Solving 3-3: Student Edition Practice Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count the numbers 8 and 9 When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 3-3: Interactive Additional Practice Step 3: Assess & Differentiate 3-3: Another Look Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count the numbers 8 and 9 When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 3-3: Enrichment Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count the numbers 8 and 9 When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 3-3: Quick Check Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count the numbers 8 and 9 When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 3-3: Reteach to Build Understanding Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count the numbers 8 and 9 When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 3-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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 3-3: Another Look Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count the numbers 8 and 9 When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Spanish Resources 3-3: eText del Libro del estudiante 3-3: Repaso diario 3-3: Aprendizaje visual 3-3: Práctica adicional interactiva 3-3: Refuerzo para mejorar la comprensión 3-3: Desarrollar la competencia matemática 3-3: Ampliación 3-4: Read, Make, and Write 8 and 9 Interactive Student Edition: Grade K 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 8 and 9. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 8 and 9. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Practice and Problem Solving 3-4: Student Edition Practice Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 8 and 9. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 3-4: Interactive Additional Practice Step 3: Assess & Differentiate 3-4: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 8 and 9. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 3-4: Enrichment Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 8 and 9. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 3-4: Quick Check Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 8 and 9. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 3-4: Reteach to Build Understanding Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 8 and 9. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 3-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 3-4: Enrichment 3-4: Digital Math Tool Activity 3-4: enVision STEM Activity Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 8 and 9. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 3-4: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 8 and 9. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Spanish Resources 3-4: eText del Libro del estudiante 3-4: Repaso diario 3-4: Aprendizaje visual 3-4: Práctica adicional interactiva 3-4: Refuerzo para mejorar la comprensión 3-4: Desarrollar la competencia matemática 3-4: Actividad de enVisionSTEM 3-4: Ampliación Topic 3: 3-Act Math: By the Handful Interactive Student Edition: Grade K, Topic 3: 3-Act Math Mathematical Modeling Topic 3: 3-Act Math: By the Handful, Act 1 Topic 3: 3-Act Math: By the Handful, Act 2 Topic 3: 3-Act Math: By the Handful, Act 3 Topic 3: 3-Act Math: By the Handful, Sequel 3-5: Count 10 Interactive Student Edition: Grade K Lesson 3-5 Math Anytime 3-5: Review Topic 3: Today's Challenge Step 1: Problem-Based Learning 3-5: Solve & Share Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner English language learners communicate for social and instructional purposes within the school setting. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to the number 10. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to the number 10. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Practice and Problem Solving 3-5: Student Edition Practice Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to the number 10. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 3-5: Interactive Additional Practice Step 3: Assess & Differentiate 3-5: Another Look Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to the number 10. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 3-5: Enrichment Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to the number 10. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 3-5: Quick Check Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to the number 10. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 3-5: Reteach to Build Understanding Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to the number 10. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 3-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 3-5: Enrichment 3-5: Digital Math Tool Activity 3-5: Pick a Project 3-5: Another Look Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to the number 10. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Spanish Resources 3-5: eText del Libro del estudiante 3-5: Repaso diario 3-5: Aprendizaje visual 3-5: Práctica adicional interactiva 3-5: Refuerzo para mejorar la comprensión 3-5: Desarrollar la competencia matemática 3-5: Ampliación 3-6: Read, Make, and Write 10 Interactive Student Edition: Grade K 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. English language learners communicate for social and instructional purposes within the school setting. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the number 10. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Identify numerals 1 - 10. Identify the numerals 1-10 when presented with the name of the number. Write or select the numerals 1-10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the number 10. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Practice and Problem Solving 3-6: Student Edition Practice Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the number 10. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 3-6: Interactive Additional Practice Step 3: Assess & Differentiate 3-6: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the number 10. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 3-6: Enrichment Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the number 10. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 3-6: Quick Check Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the number 10. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 3-6: Reteach to Build Understanding Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Identify numerals 1 - 10. Identify the numerals 1-10 when presented with the name of the number. Write or select the numerals 1-10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the number 10. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 3-6: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 3-6: Enrichment 3-6: Digital Math Tool Activity 3-6: enVision STEM Activity Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the number 10. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 3-6: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Identify numerals 1 - 10. Identify the numerals 1-10 when presented with the name of the number. Write or select the numerals 1-10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the number 10. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Spanish Resources 3-6: eText del Libro del estudiante 3-6: Repaso diario 3-6: Aprendizaje visual 3-6: Práctica adicional interactiva 3-6: Refuerzo para mejorar la comprensión 3-6: Desarrollar la competencia matemática 3-6: Actividad de enVisionSTEM 3-6: Ampliación 3-7: Count Numbers to 10 Interactive Student Edition: Grade K 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: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Count forward by ones beginning from any number less than 100. English language learners communicate for social and instructional purposes within the school setting. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Count groups of numbers to 10. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. Compare and order whole numbers, with and without objects, from 0 to 20. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Count forward by ones beginning from any number less than 100. Count up to 10 objects in a line, rectangle, or array. Match the numeral to the number of objects in a set. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Count groups of numbers to 10. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. Compare and order whole numbers, with and without objects, from 0 to 20. Rote count up to 10. Identify the number of objects in a line, rectangle, or array. Count up to 10 objects in a line, rectangle, or array. Practice and Problem Solving 3-7: Student Edition Practice Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Count forward by ones beginning from any number less than 100. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Count groups of numbers to 10. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. Compare and order whole numbers, with and without objects, from 0 to 20. 3-7: Interactive Additional Practice Step 3: Assess & Differentiate 3-7: Another Look Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Count forward by ones beginning from any number less than 100. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Count groups of numbers to 10. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. Compare and order whole numbers, with and without objects, from 0 to 20. 3-7: Enrichment Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Count forward by ones beginning from any number less than 100. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Count groups of numbers to 10. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. Compare and order whole numbers, with and without objects, from 0 to 20. 3-7: Quick Check Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Count forward by ones beginning from any number less than 100. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Count groups of numbers to 10. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. Compare and order whole numbers, with and without objects, from 0 to 20. 3-7: Reteach to Build Understanding Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Count forward by ones beginning from any number less than 100. Count up to 10 objects in a line, rectangle, or array. Match the numeral to the number of objects in a set. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Count groups of numbers to 10. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. Compare and order whole numbers, with and without objects, from 0 to 20. Rote count up to 10. Identify the number of objects in a line, rectangle, or array. Count up to 10 objects in a line, rectangle, or array. 3-7: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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 Activity 3-7: Problem-Solving Reading Activity Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Count forward by ones beginning from any number less than 100. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Count groups of numbers to 10. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. Compare and order whole numbers, with and without objects, from 0 to 20. 3-7: Another Look Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Count forward by ones beginning from any number less than 100. Count up to 10 objects in a line, rectangle, or array. Match the numeral to the number of objects in a set. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Count groups of numbers to 10. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. Compare and order whole numbers, with and without objects, from 0 to 20. Rote count up to 10. Identify the number of objects in a line, rectangle, or array. Count up to 10 objects in a line, rectangle, or array. Spanish Resources 3-7: eText del Libro del estudiante 3-7: Repaso diario 3-7: Aprendizaje visual 3-7: Práctica adicional interactiva 3-7: Refuerzo para mejorar la comprensión 3-7: Desarrollar la competencia matemática 3-7: Ampliación 3-8: Problem Solving: Look For and Use Structure Interactive Student Edition: Grade K 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Look for and make use of structure. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. English language learners communicate for social and instructional purposes within the school setting. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. 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 counting patterns to solve a problem. Look for and make use of structure. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Look for and make use of structure. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Look for and make use of structure. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Look for and make use of structure. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. 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 counting patterns to solve a problem. Look for and make use of structure. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Look for and make use of structure. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Look for and make use of structure. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Practice and Problem Solving 3-8: Student Edition Practice Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Look for and make use of structure. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. 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 counting patterns to solve a problem. Look for and make use of structure. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Look for and make use of structure. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Look for and make use of structure. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 3-8: Interactive Additional Practice Step 3: Assess & Differentiate 3-8: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Look for and make use of structure. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. 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 counting patterns to solve a problem. Look for and make use of structure. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Look for and make use of structure. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Look for and make use of structure. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 3-8: Enrichment Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Look for and make use of structure. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. 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 counting patterns to solve a problem. Look for and make use of structure. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Look for and make use of structure. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Look for and make use of structure. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 3-8: Quick Check Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Look for and make use of structure. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. 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 counting patterns to solve a problem. Look for and make use of structure. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Look for and make use of structure. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Look for and make use of structure. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 3-8: Reteach to Build Understanding Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Look for and make use of structure. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. 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 counting patterns to solve a problem. Look for and make use of structure. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Look for and make use of structure. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Look for and make use of structure. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 3-8: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: Pick a Project 3-8: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Look for and make use of structure. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. 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 counting patterns to solve a problem. Look for and make use of structure. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Look for and make use of structure. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Look for and make use of structure. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Spanish Resources 3-8: eText del Libro del estudiante 3-8: Repaso diario 3-8: Aprendizaje visual 3-8: Práctica adicional interactiva 3-8: Refuerzo para mejorar la comprensión 3-8: Desarrollar la competencia matemática 3-8: Ampliación Topic 3: End of Topic Interactive Student Edition: End of Topic 3 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 3-2: Visual Learning Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 6 and 7. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 3-3: Visual Learning Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count the numbers 8 and 9 When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 3-1: Visual Learning Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count the numbers 6 and 7. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 3-4: Visual Learning Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 8 and 9. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 3-7: Visual Learning Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Count forward by ones beginning from any number less than 100. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Count groups of numbers to 10. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. Compare and order whole numbers, with and without objects, from 0 to 20. Rote count up to 10. 4-4: Center Games Topic 3 Online Assessment Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Count forward by ones beginning from any number less than 100. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 6 and 7. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count the numbers 6 and 7. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Count groups of numbers to 10. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Apply the concept of magnitude to compare numbers and quantities. Find a number that is 1 more or 1 less than a given number. Compare and order whole numbers, with and without objects, from 0 to 20. Read and write the number 10. Read and write the numbers 8 and 9. Count the numbers 8 and 9 Topic 3 Spanish Assessments Tema 3: Tarea de rendimento Tema 3: Evaluación Topic 4: Compare Numbers 0 to 10 Topic 4: Animated Math Story: Jake's Garden 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 4-1: Compare Groups to 10 by Matching Interactive Student Edition: Grade K 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. English language learners communicate for social and instructional purposes within the school setting. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare groups of up to 10 objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare groups of up to 10 objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Practice and Problem Solving 4-1: Student Edition Practice Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare groups of up to 10 objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. 4-1: Interactive Additional Practice Step 3: Assess & Differentiate 4-1: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare groups of up to 10 objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. 4-1: Enrichment Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare groups of up to 10 objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. 4-1: Quick Check Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare groups of up to 10 objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. 4-1: Reteach to Build Understanding Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare groups of up to 10 objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. 4-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: Problem-Solving Reading Activity Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare groups of up to 10 objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. 4-1: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare groups of up to 10 objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Spanish Resources 4-1: eText del Libro del estudiante 4-1: Repaso diario 4-1: Aprendizaje visual 4-1: Práctica adicional interactiva 4-1: Refuerzo para mejorar la comprensión 4-1: Desarrollar la competencia matemática 4-1: Ampliación 4-2: Compare Numbers Using Numerals to 10 Interactive Student Edition: Grade K 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: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two written numerals up to 10 using more than, less than or equal to. English language learners communicate for social and instructional purposes within the school setting. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare groups of numbers using numerals to 10. Compare two numbers between 1 and 10 presented as written numerals. Apply the concept of magnitude to compare numbers and quantities. Compare and order whole numbers, with and without objects, from 0 to 20. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two written numerals up to 10 using more than, less than or equal to. Identify the smaller or larger number given two numbers between 0 and 10. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare groups of numbers using numerals to 10. Compare two numbers between 1 and 10 presented as written numerals. Apply the concept of magnitude to compare numbers and quantities. Compare and order whole numbers, with and without objects, from 0 to 20. Practice and Problem Solving 4-2: Student Edition Practice Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two written numerals up to 10 using more than, less than or equal to. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare groups of numbers using numerals to 10. Compare two numbers between 1 and 10 presented as written numerals. Apply the concept of magnitude to compare numbers and quantities. Compare and order whole numbers, with and without objects, from 0 to 20. 4-2: Interactive Additional Practice Step 3: Assess & Differentiate 4-2: Another Look Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two written numerals up to 10 using more than, less than or equal to. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare groups of numbers using numerals to 10. Compare two numbers between 1 and 10 presented as written numerals. Apply the concept of magnitude to compare numbers and quantities. Compare and order whole numbers, with and without objects, from 0 to 20. 4-2: Enrichment Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two written numerals up to 10 using more than, less than or equal to. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare groups of numbers using numerals to 10. Compare two numbers between 1 and 10 presented as written numerals. Apply the concept of magnitude to compare numbers and quantities. Compare and order whole numbers, with and without objects, from 0 to 20. 4-2: Quick Check Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two written numerals up to 10 using more than, less than or equal to. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare groups of numbers using numerals to 10. Compare two numbers between 1 and 10 presented as written numerals. Apply the concept of magnitude to compare numbers and quantities. Compare and order whole numbers, with and without objects, from 0 to 20. 4-2: Reteach to Build Understanding Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two written numerals up to 10 using more than, less than or equal to. Identify the smaller or larger number given two numbers between 0 and 10. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare groups of numbers using numerals to 10. Compare two numbers between 1 and 10 presented as written numerals. Apply the concept of magnitude to compare numbers and quantities. Compare and order whole numbers, with and without objects, from 0 to 20. 4-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two written numerals up to 10 using more than, less than or equal to. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare groups of numbers using numerals to 10. Compare two numbers between 1 and 10 presented as written numerals. Apply the concept of magnitude to compare numbers and quantities. Compare and order whole numbers, with and without objects, from 0 to 20. 4-2: Another Look Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two written numerals up to 10 using more than, less than or equal to. Identify the smaller or larger number given two numbers between 0 and 10. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare groups of numbers using numerals to 10. Compare two numbers between 1 and 10 presented as written numerals. Apply the concept of magnitude to compare numbers and quantities. Compare and order whole numbers, with and without objects, from 0 to 20. Spanish Resources 4-2: eText del Libro del estudiante 4-2: Repaso diario 4-2: Aprendizaje visual 4-2: Práctica adicional interactiva 4-2: Refuerzo para mejorar la comprensión 4-2: Desarrollar la competencia matemática 4-2: Ampliación 4-3: Compare Groups to 10 by Counting Interactive Student Edition: Grade K 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: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare groups of numbers by counting. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Know number names and write and recite the count sequence. Apply the concept of magnitude to compare numbers and quantities. Count, with and without objects, forward and backward to at least 20. Compare and order whole numbers, with and without objects, from 0 to 20. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare groups of numbers by counting. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Know number names and write and recite the count sequence. Apply the concept of magnitude to compare numbers and quantities. Count, with and without objects, forward and backward to at least 20. Compare and order whole numbers, with and without objects, from 0 to 20. Practice and Problem Solving 4-3: Student Edition Practice Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare groups of numbers by counting. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Know number names and write and recite the count sequence. Apply the concept of magnitude to compare numbers and quantities. Count, with and without objects, forward and backward to at least 20. Compare and order whole numbers, with and without objects, from 0 to 20. 4-3: Interactive Additional Practice Step 3: Assess & Differentiate 4-3: Another Look Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare groups of numbers by counting. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Know number names and write and recite the count sequence. Apply the concept of magnitude to compare numbers and quantities. Count, with and without objects, forward and backward to at least 20. Compare and order whole numbers, with and without objects, from 0 to 20. 4-3: Enrichment Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare groups of numbers by counting. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Know number names and write and recite the count sequence. Apply the concept of magnitude to compare numbers and quantities. Count, with and without objects, forward and backward to at least 20. Compare and order whole numbers, with and without objects, from 0 to 20. 4-3: Quick Check Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare groups of numbers by counting. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Know number names and write and recite the count sequence. Apply the concept of magnitude to compare numbers and quantities. Count, with and without objects, forward and backward to at least 20. Compare and order whole numbers, with and without objects, from 0 to 20. 4-3: Reteach to Build Understanding Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare groups of numbers by counting. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Know number names and write and recite the count sequence. Apply the concept of magnitude to compare numbers and quantities. Count, with and without objects, forward and backward to at least 20. Compare and order whole numbers, with and without objects, from 0 to 20. 4-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 4-3: Enrichment 4-3: Digital Math Tool Activity 4-3: enVision STEM Activity Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare groups of numbers by counting. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Know number names and write and recite the count sequence. Apply the concept of magnitude to compare numbers and quantities. Count, with and without objects, forward and backward to at least 20. Compare and order whole numbers, with and without objects, from 0 to 20. 4-3: Another Look Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare groups of numbers by counting. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Know number names and write and recite the count sequence. Apply the concept of magnitude to compare numbers and quantities. Count, with and without objects, forward and backward to at least 20. Compare and order whole numbers, with and without objects, from 0 to 20. Spanish Resources 4-3: eText del Libro del estudiante 4-3: Repaso diario 4-3: Aprendizaje visual 4-3: Práctica adicional interactiva 4-3: Refuerzo para mejorar la comprensión 4-3: Desarrollar la competencia matemática 4-3: Actividad de enVisionSTEM 4-3: Ampliación 4-4: Compare Numbers to 10 Interactive Student Edition: Grade K 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: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two written numerals up to 10 using more than, less than or equal to. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two numbers. Compare two numbers between 1 and 10 presented as written numerals. Apply the concept of magnitude to compare numbers and quantities. Compare and order whole numbers, with and without objects, from 0 to 20. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two written numerals up to 10 using more than, less than or equal to. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two numbers. Compare two numbers between 1 and 10 presented as written numerals. Apply the concept of magnitude to compare numbers and quantities. Compare and order whole numbers, with and without objects, from 0 to 20. Practice and Problem Solving 4-4: Student Edition Practice Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two written numerals up to 10 using more than, less than or equal to. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two numbers. Compare two numbers between 1 and 10 presented as written numerals. Apply the concept of magnitude to compare numbers and quantities. Compare and order whole numbers, with and without objects, from 0 to 20. 4-4: Interactive Additional Practice Step 3: Assess & Differentiate 4-4: Another Look Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two written numerals up to 10 using more than, less than or equal to. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two numbers. Compare two numbers between 1 and 10 presented as written numerals. Apply the concept of magnitude to compare numbers and quantities. Compare and order whole numbers, with and without objects, from 0 to 20. 4-4: Enrichment Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two written numerals up to 10 using more than, less than or equal to. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two numbers. Compare two numbers between 1 and 10 presented as written numerals. Apply the concept of magnitude to compare numbers and quantities. Compare and order whole numbers, with and without objects, from 0 to 20. 4-4: Quick Check Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two written numerals up to 10 using more than, less than or equal to. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two numbers. Compare two numbers between 1 and 10 presented as written numerals. Apply the concept of magnitude to compare numbers and quantities. Compare and order whole numbers, with and without objects, from 0 to 20. 4-4: Reteach to Build Understanding Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two written numerals up to 10 using more than, less than or equal to. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two numbers. Compare two numbers between 1 and 10 presented as written numerals. Apply the concept of magnitude to compare numbers and quantities. Compare and order whole numbers, with and without objects, from 0 to 20. 4-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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 4-4: Another Look Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two written numerals up to 10 using more than, less than or equal to. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two numbers. Compare two numbers between 1 and 10 presented as written numerals. Apply the concept of magnitude to compare numbers and quantities. Compare and order whole numbers, with and without objects, from 0 to 20. Spanish Resources 4-4: eText del Libro del estudiante 4-4: Repaso diario 4-4: Aprendizaje visual 4-4: Práctica adicional interactiva 4-4: Refuerzo para mejorar la comprensión 4-4: Desarrollar la competencia matemática 4-4: Ampliación 4-5: Problem Solving: Repeated Reasoning Interactive Student Edition: Grade K 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: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Look for and express regularity in repeated reasoning. Count forward by ones beginning from any number less than 100. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. 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. Repeat something from one problem to help solve another problem. Look for and express regularity in repeated reasoning. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Look for and express regularity in repeated reasoning. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Look for and express regularity in repeated reasoning. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Look for and express regularity in repeated reasoning. Count forward by ones beginning from any number less than 100. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. 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. Repeat something from one problem to help solve another problem. Look for and express regularity in repeated reasoning. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Look for and express regularity in repeated reasoning. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Look for and express regularity in repeated reasoning. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. Practice and Problem Solving 4-5: Student Edition Practice Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Look for and express regularity in repeated reasoning. Count forward by ones beginning from any number less than 100. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. 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. Repeat something from one problem to help solve another problem. Look for and express regularity in repeated reasoning. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Look for and express regularity in repeated reasoning. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Look for and express regularity in repeated reasoning. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. 4-5: Interactive Additional Practice Step 3: Assess & Differentiate 4-5: Another Look Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Look for and express regularity in repeated reasoning. Count forward by ones beginning from any number less than 100. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. 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. Repeat something from one problem to help solve another problem. Look for and express regularity in repeated reasoning. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Look for and express regularity in repeated reasoning. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Look for and express regularity in repeated reasoning. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. 4-5: Enrichment Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Look for and express regularity in repeated reasoning. Count forward by ones beginning from any number less than 100. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. 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. Repeat something from one problem to help solve another problem. Look for and express regularity in repeated reasoning. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Look for and express regularity in repeated reasoning. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Look for and express regularity in repeated reasoning. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. 4-5: Quick Check Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Look for and express regularity in repeated reasoning. Count forward by ones beginning from any number less than 100. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. 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. Repeat something from one problem to help solve another problem. Look for and express regularity in repeated reasoning. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Look for and express regularity in repeated reasoning. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Look for and express regularity in repeated reasoning. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. 4-5: Reteach to Build Understanding Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Look for and express regularity in repeated reasoning. Count forward by ones beginning from any number less than 100. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. 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. Repeat something from one problem to help solve another problem. Look for and express regularity in repeated reasoning. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Look for and express regularity in repeated reasoning. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Look for and express regularity in repeated reasoning. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. 4-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: enVision STEM Activity Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Look for and express regularity in repeated reasoning. Count forward by ones beginning from any number less than 100. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. 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. Repeat something from one problem to help solve another problem. Look for and express regularity in repeated reasoning. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Look for and express regularity in repeated reasoning. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Look for and express regularity in repeated reasoning. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. 4-5: Another Look Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Look for and express regularity in repeated reasoning. Count forward by ones beginning from any number less than 100. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. 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. Repeat something from one problem to help solve another problem. Look for and express regularity in repeated reasoning. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Look for and express regularity in repeated reasoning. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Look for and express regularity in repeated reasoning. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. Spanish Resources 4-5: eText del Libro del estudiante 4-5: Repaso diario 4-5: Aprendizaje visual 4-5: Práctica adicional interactiva 4-5: Refuerzo para mejorar la comprensión 4-5: Desarrollar la competencia matemática 4-5: Actividad de enVisionSTEM 4-5: Ampliación Topic 4: End of Topic Interactive Student Edition: End of Topic 4 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 4-2: Visual Learning Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two written numerals up to 10 using more than, less than or equal to. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare groups of numbers using numerals to 10. Compare two numbers between 1 and 10 presented as written numerals. Apply the concept of magnitude to compare numbers and quantities. Compare and order whole numbers, with and without objects, from 0 to 20. 4-3: Visual Learning Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare groups of numbers by counting. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Know number names and write and recite the count sequence. Apply the concept of magnitude to compare numbers and quantities. Count, with and without objects, forward and backward to at least 20. Compare and order whole numbers, with and without objects, from 0 to 20. 4-4: Visual Learning Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two written numerals up to 10 using more than, less than or equal to. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare two numbers. Compare two numbers between 1 and 10 presented as written numerals. Apply the concept of magnitude to compare numbers and quantities. Compare and order whole numbers, with and without objects, from 0 to 20. Game: Robo Launch - 1 or 2 More or Less Topic 4 Online Assessment Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Compare two written numerals up to 10 using more than, less than or equal to. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare groups of numbers by counting. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Know number names and write and recite the count sequence. Apply the concept of magnitude to compare numbers and quantities. Count, with and without objects, forward and backward to at least 20. Compare and order whole numbers, with and without objects, from 0 to 20. Compare two numbers. Compare two numbers between 1 and 10 presented as written numerals. Compare groups of numbers using numerals to 10. Topic 4 Spanish Assessment 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Tell whether one group is greater in number than another group. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. 2-3: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Tell whether one group is less in number than another group. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. 3-1: Another Look Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count the numbers 6 and 7. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 1-4: Another Look Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count 4 and 5 objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 2-4: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare numbers. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Compare and order whole numbers, with and without objects, from 0 to 20. 3-3: Another Look Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count the numbers 8 and 9 When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 1-2: Another Look Curriculum Standards: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count groups of 1, 2, and 3 objects shown in different ways. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. 1-6: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 4 and 5. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 3-6: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the number 10. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 3-4: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 8 and 9. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 2-1: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare groups to see whether they are equal by matching. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. 1-9: Another Look Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that each successive number name refers to a quantity that is one larger. each successive number name refers to a quantity that is one more and each previous number name refers to a quantity that is one less. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that each successive number name refers to a quantity that is one larger. Count up to the number 5. Understand that each successive number name refers to a quantity that is one larger. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. Game: Tentacles Topics 1–4: Online Cumulative/Benchmark Assessment Curriculum Standards: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Understand that each successive number name refers to a quantity that is one larger. each successive number name refers to a quantity that is one more and each previous number name refers to a quantity that is one less. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count groups of 1, 2, and 3 objects shown in different ways. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare numbers. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Know number names and write and recite the count sequence. Apply the concept of magnitude to compare numbers and quantities. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Compare and order whole numbers, with and without objects, from 0 to 20. Tell whether one group is less in number than another group. Read and write the number 10. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count, with and without objects, forward and backward to at least 20. Read and write the numbers 8 and 9. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count the numbers 8 and 9 When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that each successive number name refers to a quantity that is one larger. Count up to the number 5. Understand that each successive number name refers to a quantity that is one larger. Find a number that is 1 more or 1 less than a given number. Count the numbers 6 and 7. Tell whether one group is greater in number than another group. Read and write the numbers 4 and 5. Compare groups to see whether they are equal by matching. Count 4 and 5 objects. Topic 5: Classify and Count Data Topic 5: Animated Math Story: Sydney's Socks 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 Topic 5: Vocabulary Cards 5-1: Classify Objects into Categories Interactive Student Edition: Grade K 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Classify objects into categories and tell why the are in each category. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply one-to-one correspondence to count the number of objects. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Sort objects using characteristics such as shape, size, color and thickness. 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Sort objects by characteristics (e.g., big/little, colors, shapes). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Classify objects into categories and tell why the are in each category. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply one-to-one correspondence to count the number of objects. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Sort objects using characteristics such as shape, size, color and thickness. Practice and Problem Solving 5-1: Student Edition Practice Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Classify objects into categories and tell why the are in each category. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply one- to-one correspondence to count the number of objects. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Sort objects using characteristics such as shape, size, color and thickness. 5-1: Interactive Additional Practice Step 3: Assess & Differentiate 5-1: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Classify objects into categories and tell why the are in each category. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply one- to-one correspondence to count the number of objects. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Sort objects using characteristics such as shape, size, color and thickness. 5-1: Enrichment Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Classify objects into categories and tell why the are in each category. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply one- to-one correspondence to count the number of objects. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Sort objects using characteristics such as shape, size, color and thickness. 5-1: Quick Check Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Classify objects into categories and tell why the are in each category. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply one- to-one correspondence to count the number of objects. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Sort objects using characteristics such as shape, size, color and thickness. 5-1: Reteach to Build Understanding Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Sort objects by characteristics (e.g., big/little, colors, shapes). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Classify objects into categories and tell why the are in each category. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply one-to-one correspondence to count the number of objects. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Sort objects using characteristics such as shape, size, color and thickness. 5-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 5-1: Enrichment 5-1: Digital Math Tool Activity 5-1: Problem-Solving Reading Activity Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Classify objects into categories and tell why the are in each category. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply one- to-one correspondence to count the number of objects. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Sort objects using characteristics such as shape, size, color and thickness. 5-1: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Sort objects by characteristics (e.g., big/little, colors, shapes). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Classify objects into categories and tell why the are in each category. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply one-to-one correspondence to count the number of objects. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Sort objects using characteristics such as shape, size, color and thickness. Spanish Resources 5-1: eText del Libro del estudiante 5-1: Repaso diario 5-1: Aprendizaje visual 5-1: Práctica adicional interactiva 5-1: Refuerzo para mejorar la comprensión 5-1: Desarrollar la competencia matemática 5-1: Ampliación 5-2: Count the Number of Objects in Each Category Interactive Student Edition: Grade K 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Count how many objects are in different categories. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply one-to-one correspondence to count the number of objects. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Sort objects using characteristics such as shape, size, color and thickness. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Count how many objects are in different categories. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply one-to-one correspondence to count the number of objects. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Sort objects using characteristics such as shape, size, color and thickness. Practice and Problem Solving 5-2: Student Edition Practice Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Count how many objects are in different categories. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply one-to-one correspondence to count the number of objects. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Sort objects using characteristics such as shape, size, color and thickness. 5-2: Interactive Additional Practice Step 3: Assess & Differentiate 5-2: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Count how many objects are in different categories. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply one-to-one correspondence to count the number of objects. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Sort objects using characteristics such as shape, size, color and thickness. 5-2: Enrichment Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Count how many objects are in different categories. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply one-to-one correspondence to count the number of objects. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Sort objects using characteristics such as shape, size, color and thickness. 5-2: Quick Check Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Count how many objects are in different categories. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply one-to-one correspondence to count the number of objects. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Sort objects using characteristics such as shape, size, color and thickness. 5-2: Reteach to Build Understanding Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Count how many objects are in different categories. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply one-to-one correspondence to count the number of objects. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Sort objects using characteristics such as shape, size, color and thickness. 5-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: Problem-Solving Reading Activity Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Count how many objects are in different categories. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply one-to-one correspondence to count the number of objects. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Sort objects using characteristics such as shape, size, color and thickness. 5-2: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Count how many objects are in different categories. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply one-to-one correspondence to count the number of objects. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Sort objects using characteristics such as shape, size, color and thickness. Spanish Resources 5-2: eText del Libro del estudiante 5-2: Repaso diario 5-2: Aprendizaje visual 5-2: Práctica adicional interactiva 5-2: Refuerzo para mejorar la comprensión 5-2: Desarrollar la competencia matemática 5-2: Ampliación 5-3: Sort the Categories by Counting Interactive Student Edition: Grade K 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: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Use counting to compare how many objects are in categories. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply the concept of magnitude to compare numbers and quantities. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Sort objects using characteristics such as shape, size, color and thickness. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Use counting to compare how many objects are in categories. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply the concept of magnitude to compare numbers and quantities. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Sort objects using characteristics such as shape, size, color and thickness. Practice and Problem Solving 5-3: Student Edition Practice Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Use counting to compare how many objects are in categories. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply the concept of magnitude to compare numbers and quantities. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Sort objects using characteristics such as shape, size, color and thickness. 5-3: Interactive Additional Practice Step 3: Assess & Differentiate 5-3: Another Look Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Use counting to compare how many objects are in categories. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply the concept of magnitude to compare numbers and quantities. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Sort objects using characteristics such as shape, size, color and thickness. 5-3: Enrichment Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Use counting to compare how many objects are in categories. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply the concept of magnitude to compare numbers and quantities. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Sort objects using characteristics such as shape, size, color and thickness. 5-3: Quick Check Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Use counting to compare how many objects are in categories. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply the concept of magnitude to compare numbers and quantities. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Sort objects using characteristics such as shape, size, color and thickness. 5-3: Reteach to Build Understanding Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Use counting to compare how many objects are in categories. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply the concept of magnitude to compare numbers and quantities. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Sort objects using characteristics such as shape, size, color and thickness. 5-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 5-3: Enrichment Game: Save the Word: Grade K Topics 1-4 5-3: enVision STEM Activity Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Use counting to compare how many objects are in categories. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply the concept of magnitude to compare numbers and quantities. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Sort objects using characteristics such as shape, size, color and thickness. 5-3: Another Look Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Use counting to compare how many objects are in categories. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply the concept of magnitude to compare numbers and quantities. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Sort objects using characteristics such as shape, size, color and thickness. Spanish Resources 5-3: eText del Libro del estudiante 5-3: Repaso diario 5-3: Aprendizaje visual 5-3: Práctica adicional interactiva 5-3: Refuerzo para mejorar la comprensión 5-3: Desarrollar la competencia matemática 5-3: Actividad de enVisionSTEM 5-3: Ampliación Topic 5: 3-Act Math: Stripes and Solids Interactive Student Edition: Grade K, Topic 5: 3-Act Math Mathematical Modeling Topic 5: 3-Act Math: Stripes and Solids, Act 1 Topic 5: 3-Act Math: Stripes and Solids, Act 2 Topic 5: 3-Act Math: Stripes and Solids, Act 3 Topic 5: 3-Act Math: Stripes and Solids, Sequel 5-4: Problem Solving: Critique Reasoning Interactive Student Edition: Grade K 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: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Construct viable arguments and critique the reasoning of others. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others. a) Construct and justify a solution to a problem. b) Compare and discuss the validity of various reasoning strategies. c) Make conjectures and explore their validity. d) Reflect on and provide thoughtful responses to the reasoning of others. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. 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. Tell whether the way objects have been sorted, counted, and compared makes sense. Construct viable arguments and critique the reasoning of others. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Construct viable arguments and critique the reasoning of others. Apply the concept of magnitude to compare numbers and quantities. Classify objects and count the number of objects in each category. Construct viable arguments and critique the reasoning of others. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Sort objects using characteristics such as shape, size, color and thickness. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Construct viable arguments and critique the reasoning of others. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others. a) Construct and justify a solution to a problem. b) Compare and discuss the validity of various reasoning strategies. c) Make conjectures and explore their validity. d) Reflect on and provide thoughtful responses to the reasoning of others. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. 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. Tell whether the way objects have been sorted, counted, and compared makes sense. Construct viable arguments and critique the reasoning of others. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Construct viable arguments and critique the reasoning of others. Apply the concept of magnitude to compare numbers and quantities. Classify objects and count the number of objects in each category. Construct viable arguments and critique the reasoning of others. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Sort objects using characteristics such as shape, size, color and thickness. Practice and Problem Solving 5-4: Student Edition Practice Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Construct viable arguments and critique the reasoning of others. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others. a) Construct and justify a solution to a problem. b) Compare and discuss the validity of various reasoning strategies. c) Make conjectures and explore their validity. d) Reflect on and provide thoughtful responses to the reasoning of others. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. 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. Tell whether the way objects have been sorted, counted, and compared makes sense. Construct viable arguments and critique the reasoning of others. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Construct viable arguments and critique the reasoning of others. Apply the concept of magnitude to compare numbers and quantities. Classify objects and count the number of objects in each category. Construct viable arguments and critique the reasoning of others. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Sort objects using characteristics such as shape, size, color and thickness. 5-4: Interactive Additional Practice Step 3: Assess & Differentiate 5-4: Another Look Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Construct viable arguments and critique the reasoning of others. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others. a) Construct and justify a solution to a problem. b) Compare and discuss the validity of various reasoning strategies. c) Make conjectures and explore their validity. d) Reflect on and provide thoughtful responses to the reasoning of others. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. 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. Tell whether the way objects have been sorted, counted, and compared makes sense. Construct viable arguments and critique the reasoning of others. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Construct viable arguments and critique the reasoning of others. Apply the concept of magnitude to compare numbers and quantities. Classify objects and count the number of objects in each category. Construct viable arguments and critique the reasoning of others. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Sort objects using characteristics such as shape, size, color and thickness. 5-4: Enrichment Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Construct viable arguments and critique the reasoning of others. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others. a) Construct and justify a solution to a problem. b) Compare and discuss the validity of various reasoning strategies. c) Make conjectures and explore their validity. d) Reflect on and provide thoughtful responses to the reasoning of others. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. 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. Tell whether the way objects have been sorted, counted, and compared makes sense. Construct viable arguments and critique the reasoning of others. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Construct viable arguments and critique the reasoning of others. Apply the concept of magnitude to compare numbers and quantities. Classify objects and count the number of objects in each category. Construct viable arguments and critique the reasoning of others. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Sort objects using characteristics such as shape, size, color and thickness. 5-4: Quick Check Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Construct viable arguments and critique the reasoning of others. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others. a) Construct and justify a solution to a problem. b) Compare and discuss the validity of various reasoning strategies. c) Make conjectures and explore their validity. d) Reflect on and provide thoughtful responses to the reasoning of others. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. 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. Tell whether the way objects have been sorted, counted, and compared makes sense. Construct viable arguments and critique the reasoning of others. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Construct viable arguments and critique the reasoning of others. Apply the concept of magnitude to compare numbers and quantities. Classify objects and count the number of objects in each category. Construct viable arguments and critique the reasoning of others. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Sort objects using characteristics such as shape, size, color and thickness. 5-4: Reteach to Build Understanding Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Construct viable arguments and critique the reasoning of others. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others. a) Construct and justify a solution to a problem. b) Compare and discuss the validity of various reasoning strategies. c) Make conjectures and explore their validity. d) Reflect on and provide thoughtful responses to the reasoning of others. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. 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. Tell whether the way objects have been sorted, counted, and compared makes sense. Construct viable arguments and critique the reasoning of others. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Construct viable arguments and critique the reasoning of others. Apply the concept of magnitude to compare numbers and quantities. Classify objects and count the number of objects in each category. Construct viable arguments and critique the reasoning of others. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Sort objects using characteristics such as shape, size, color and thickness. 5-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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 5-4: Another Look Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Construct viable arguments and critique the reasoning of others. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others. a) Construct and justify a solution to a problem. b) Compare and discuss the validity of various reasoning strategies. c) Make conjectures and explore their validity. d) Reflect on and provide thoughtful responses to the reasoning of others. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. 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. Tell whether the way objects have been sorted, counted, and compared makes sense. Construct viable arguments and critique the reasoning of others. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Construct viable arguments and critique the reasoning of others. Apply the concept of magnitude to compare numbers and quantities. Classify objects and count the number of objects in each category. Construct viable arguments and critique the reasoning of others. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Sort objects using characteristics such as shape, size, color and thickness. Spanish Resources 5-4: eText del Libro del estudiante 5-4: Repaso diario 5-4: Aprendizaje visual 5-4: Práctica adicional interactiva 5-4: Refuerzo para mejorar la comprensión 5-4: Desarrollar la competencia matemática 5-4: Ampliación Topic 5: End of Topic Interactive Student Edition: End of Topic 5 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Classify objects into categories and tell why the are in each category. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply one- to-one correspondence to count the number of objects. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Sort objects using characteristics such as shape, size, color and thickness. 5-2: Visual Learning Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Count how many objects are in different categories. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply one-to-one correspondence to count the number of objects. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Sort objects using characteristics such as shape, size, color and thickness. 5-3: Visual Learning Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Use counting to compare how many objects are in categories. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply the concept of magnitude to compare numbers and quantities. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Sort objects using characteristics such as shape, size, color and thickness. Topic 5 Online Assessment Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Use counting to compare how many objects are in categories. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply the concept of magnitude to compare numbers and quantities. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Sort objects using characteristics such as shape, size, color and thickness. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count how many objects are in different categories. Apply one-to-one correspondence to count the number of objects. Classify objects into categories and tell why the are in each category. Topic 5 Spanish Assessments Tema 5: Tarea de rendimento Tema 5: Evaluación Topic 6: Understand Addition Topic 6: Animated Math Story: Danny Sings 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: Explore Addition Interactive Student Edition: Grade K 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show numbers in many ways Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Extend the concepts of putting together and taking apart to add and subtract within 10. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show numbers in many ways Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Extend the concepts of putting together and taking apart to add and subtract within 10. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Practice and Problem Solving 6-1: Student Edition Practice Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show numbers in many ways Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Extend the concepts of putting together and taking apart to add and subtract within 10. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-1: Interactive Practice Buddy 6-1: Interactive Additional Practice Step 3: Assess & Differentiate 6-1: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show numbers in many ways Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Extend the concepts of putting together and taking apart to add and subtract within 10. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-1: Enrichment Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show numbers in many ways Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Extend the concepts of putting together and taking apart to add and subtract within 10. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-1: Quick Check Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show numbers in many ways Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Extend the concepts of putting together and taking apart to add and subtract within 10. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-1: Reteach to Build Understanding Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show numbers in many ways Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Extend the concepts of putting together and taking apart to add and subtract within 10. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 6-1: Enrichment 6-1: Digital Math Tool Activity 6-1: enVision STEM Activity Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show numbers in many ways Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Extend the concepts of putting together and taking apart to add and subtract within 10. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-1: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show numbers in many ways Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Extend the concepts of putting together and taking apart to add and subtract within 10. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 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: Actividad de enVisionSTEM 6-1: Ampliación 6-2: Represent Addition as Adding To Interactive Student Edition: Grade K 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent addition as adding to a number. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent addition as adding to a number. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Practice and Problem Solving 6-2: Student Edition Practice Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent addition as adding to a number. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-2: Interactive Practice Buddy 6-2: Interactive Additional Practice Step 3: Assess & Differentiate 6-2: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent addition as adding to a number. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-2: Enrichment Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent addition as adding to a number. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-2: Quick Check Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent addition as adding to a number. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-2: Reteach to Build Understanding Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent addition as adding to a number. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: Pick a Project 6-2: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent addition as adding to a number. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 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: Represent Addition as Putting Together Interactive Student Edition: Grade K 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent addition as putting two or more numbers together. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent addition as putting two or more numbers together. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Count two sets to find sums up to 10. Practice and Problem Solving 6-3: Student Edition Practice Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent addition as putting two or more numbers together. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-3: Interactive Practice Buddy 6-3: Interactive Additional Practice Step 3: Assess & Differentiate 6-3: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent addition as putting two or more numbers together. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-3: Enrichment Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent addition as putting two or more numbers together. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-3: Quick Check Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent addition as putting two or more numbers together. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-3: Reteach to Build Understanding Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent addition as putting two or more numbers together. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Count two sets to find sums up to 10. 6-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: Problem-Solving Reading Activity Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent addition as putting two or more numbers together. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-3: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent addition as putting two or more numbers together. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Count two sets to find sums up to 10. 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: Represent and Explain Addition with Equations Interactive Student Edition: Grade K 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Write an equation to show addition. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Write an equation to show addition. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Practice and Problem Solving 6-4: Student Edition Practice Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Write an equation to show addition. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-4: Interactive Practice Buddy 6-4: Interactive Additional Practice Step 3: Assess & Differentiate 6-4: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Write an equation to show addition. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-4: Enrichment Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Write an equation to show addition. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-4: Quick Check Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Write an equation to show addition. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-4: Reteach to Build Understanding Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Write an equation to show addition. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: Pick a Project 6-4: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Write an equation to show addition. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 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: Solve Addition Word Problems: Add To Interactive Student Edition: Grade K 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: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. English language learners communicate for social and instructional purposes within the school setting. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Solve addition problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Solve addition problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Practice and Problem Solving 6-5: Student Edition Practice Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Solve addition problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-5: Interactive Practice Buddy 6-5: Interactive Additional Practice Step 3: Assess & Differentiate 6-5: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Solve addition problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-5: Enrichment Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Solve addition problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-5: Quick Check Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Solve addition problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-5: Reteach to Build Understanding Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Solve addition problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 6-5: Enrichment 6-5: Digital Math Tool Activity 6-5: enVision STEM Activity Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Solve addition problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-5: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Solve addition problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Spanish Resources 6-5: eText del Libro del estudiante 6-5: Repaso diario 6-5: Aprendizaje visual 6-5: Amigo de práctica interactiva 6-5: Práctica adicional interactiva 6-5: Refuerzo para mejorar la comprensión 6-5: Desarrollar la competencia matemática 6-5: Actividad de enVisionSTEM 6-5: Ampliación 6-6: Solve Addition Word Problems: Put Together Interactive Student Edition: Grade K Lesson 6-6 Math Anytime 6-6: Daily Review Topic 6: Today's Challenge Step 1: Problem-Based Learning 6-6: Solve & Share Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. English language learners communicate for social and instructional purposes within the school setting. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Use equations to represent and explain addition. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 6-6: Visual Learning Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Use equations to represent and explain addition. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Solve one-step addition and subtraction word problems, and add and subtract within 10 using objects, drawings, or pictures. Practice and Problem Solving 6-6: Student Edition Practice Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Use equations to represent and explain addition. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-6: Interactive Practice Buddy 6-6: Interactive Additional Practice Step 3: Assess & Differentiate 6-6: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Use equations to represent and explain addition. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Solve addition and subtraction word problems within 20. 6-6: Enrichment Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Use equations to represent and explain addition. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-6: Quick Check Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Use equations to represent and explain addition. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-6: Reteach to Build Understanding Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Use equations to represent and explain addition. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Solve one-step addition and subtraction word problems, and add and subtract within 10 using objects, drawings, or pictures. 6-6: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 6-6: Enrichment 6-6: Digital Math Tool Activity 6-6: Problem-Solving Reading Activity Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Use equations to represent and explain addition. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-6: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Use equations to represent and explain addition. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Solve one-step addition and subtraction word problems, and add and subtract within 10 using objects, drawings, or pictures. Solve addition and subtraction word problems within 20. Spanish Resources 6-6: eText del Libro del estudiante 6-6: Repaso diario 6-6: Aprendizaje visual 6-6: Amigo de práctica interactiva 6-6: Práctica adicional interactiva 6-6: Refuerzo para mejorar la comprensión 6-6: Desarrollar la competencia matemática 6-6: Ampliación 6-7: Use Patterns to Develop Fluency in Addition Interactive Student Edition: Grade K Lesson 6-7 Math Anytime 6-7: Daily Review Topic 6: Today's Challenge Step 1: Problem-Based Learning 6-7: Solve & Share Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. English language learners communicate for social and instructional purposes within the school setting. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Use patterns to add numbers together. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 6-7: Visual Learning Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Use patterns to add numbers together. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Practice and Problem Solving 6-7: Student Edition Practice Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Use patterns to add numbers together. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 6-7: Interactive Practice Buddy 6-7: Interactive Additional Practice Step 3: Assess & Differentiate 6-7: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Use patterns to add numbers together. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 6-7: Enrichment Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Use patterns to add numbers together. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 6-7: Quick Check Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Use patterns to add numbers together. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 6-7: Reteach to Build Understanding Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Use patterns to add numbers together. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 6-7: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 6-7: Enrichment Game: Save the Word: Grade K Topics 1-4 6-7: Pick a Project 6-7: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Use patterns to add numbers together. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Spanish Resources 6-7: eText del Libro del estudiante 6-7: Repaso diario 6-7: Aprendizaje visual 6-7: Amigo de práctica interactiva 6-7: Práctica adicional interactiva 6-7: Refuerzo para mejorar la comprensión 6-7: Desarrollar la competencia matemática 6-7: Ampliación 6-8: Problem Solving: Model with Math Interactive Student Edition: Grade K Lesson 6-8 Math Anytime 6-8: Daily Review Topic 6: Today's Challenge Step 1: Problem-Based Learning 6-8: Solve & Share Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model with mathematics. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Connect mathematical ideas and real-world situations through modeling. a) Identify relevant quantities and develop a model to describe their relationships. b) Interpret mathematical models in the context of the situation. c) Make assumptions and estimates to simplify complicated situations. d) Evaluate the reasonableness of a model and refine if necessary. English language learners communicate for social and instructional purposes within the school setting. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) 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 adding different numbers together by drawing, counting, or writing equations. Model with mathematics. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Model with mathematics. Extend the concepts of putting together and taking apart to add and subtract within 10. Model with mathematics. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 6-8: Visual Learning Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model with mathematics. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Connect mathematical ideas and real-world situations through modeling. a) Identify relevant quantities and develop a model to describe their relationships. b) Interpret mathematical models in the context of the situation. c) Make assumptions and estimates to simplify complicated situations. d) Evaluate the reasonableness of a model and refine if necessary. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) 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 adding different numbers together by drawing, counting, or writing equations. Model with mathematics. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Model with mathematics. Extend the concepts of putting together and taking apart to add and subtract within 10. Model with mathematics. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Model with objects or communicate which groups of objects model add ___ or take away within 5 objects. Practice and Problem Solving 6-8: Student Edition Practice Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model with mathematics. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Connect mathematical ideas and real-world situations through modeling. a) Identify relevant quantities and develop a model to describe their relationships. b) Interpret mathematical models in the context of the situation. c) Make assumptions and estimates to simplify complicated situations. d) Evaluate the reasonableness of a model and refine if necessary. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) 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 adding different numbers together by drawing, counting, or writing equations. Model with mathematics. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Model with mathematics. Extend the concepts of putting together and taking apart to add and subtract within 10. Model with mathematics. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-8: Interactive Additional Practice Step 3: Assess & Differentiate 6-8: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model with mathematics. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Connect mathematical ideas and real-world situations through modeling. a) Identify relevant quantities and develop a model to describe their relationships. b) Interpret mathematical models in the context of the situation. c) Make assumptions and estimates to simplify complicated situations. d) Evaluate the reasonableness of a model and refine if necessary. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) 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 adding different numbers together by drawing, counting, or writing equations. Model with mathematics. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Model with mathematics. Extend the concepts of putting together and taking apart to add and subtract within 10. Model with mathematics. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-8: Enrichment Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model with mathematics. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Connect mathematical ideas and real-world situations through modeling. a) Identify relevant quantities and develop a model to describe their relationships. b) Interpret mathematical models in the context of the situation. c) Make assumptions and estimates to simplify complicated situations. d) Evaluate the reasonableness of a model and refine if necessary. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) 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 adding different numbers together by drawing, counting, or writing equations. Model with mathematics. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Model with mathematics. Extend the concepts of putting together and taking apart to add and subtract within 10. Model with mathematics. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-8: Quick Check Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model with mathematics. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Connect mathematical ideas and real-world situations through modeling. a) Identify relevant quantities and develop a model to describe their relationships. b) Interpret mathematical models in the context of the situation. c) Make assumptions and estimates to simplify complicated situations. d) Evaluate the reasonableness of a model and refine if necessary. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) 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 adding different numbers together by drawing, counting, or writing equations. Model with mathematics. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Model with mathematics. Extend the concepts of putting together and taking apart to add and subtract within 10. Model with mathematics. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-8: Reteach to Build Understanding Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model with mathematics. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Connect mathematical ideas and real-world situations through modeling. a) Identify relevant quantities and develop a model to describe their relationships. b) Interpret mathematical models in the context of the situation. c) Make assumptions and estimates to simplify complicated situations. d) Evaluate the reasonableness of a model and refine if necessary. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) 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 adding different numbers together by drawing, counting, or writing equations. Model with mathematics. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Model with mathematics. Extend the concepts of putting together and taking apart to add and subtract within 10. Model with mathematics. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Model with objects or communicate which groups of objects model add ___ or take away within 5 objects. 6-8: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 6-8: Enrichment 6-8: Digital Math Tool Activity 6-8: Pick a Project 6-8: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model with mathematics. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Connect mathematical ideas and real-world situations through modeling. a) Identify relevant quantities and develop a model to describe their relationships. b) Interpret mathematical models in the context of the situation. c) Make assumptions and estimates to simplify complicated situations. d) Evaluate the reasonableness of a model and refine if necessary. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) 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 adding different numbers together by drawing, counting, or writing equations. Model with mathematics. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Model with mathematics. Extend the concepts of putting together and taking apart to add and subtract within 10. Model with mathematics. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Model with objects or communicate which groups of objects model add ___ or take away within 5 objects. Spanish Resources 6-8: eText del Libro del estudiante 6-8: Repaso diario 6-8: Aprendizaje visual 6-8: Práctica adicional interactiva 6-8: Refuerzo para mejorar la comprensión 6-8: Desarrollar la competencia matemática 6-8: Ampliación Topic 6: End of Topic Interactive Student Edition: End of Topic 6 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 7-1: Center Games 6-4: Visual Learning Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Write an equation to show addition. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-6: Visual Learning Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Use equations to represent and explain addition. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-5: Visual Learning Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Solve addition problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Solve addition and subtraction word problems within 20. 6-2: Visual Learning Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent addition as adding to a number. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-3: Visual Learning Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent addition as putting two or more numbers together. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-7: Visual Learning Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Use patterns to add numbers together. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Topic 6 Online Assessment Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent addition as adding to a number. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Fluently add and subtract within 5. Use patterns to add numbers together. Fluently add and subtract within 5. Compose and decompose numbers up to 10 with objects and pictures. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Solve addition problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Use equations to represent and explain addition. Represent addition as putting two or more numbers together. Write an equation to show addition. Topic 6 Spanish Assessments Tema 6: Tarea de rendimento Tema 6: Evaluación Topic 7: Understand Subtraction Topic 7: Animated Math Story: Where's My Fish? 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: Explore Subtraction Interactive Student Edition: Grade K 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. English language learners communicate for social and instructional purposes within the school setting. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show numbers in many ways. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Extend the concepts of putting together and taking apart to add and subtract within 10. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show numbers in many ways. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Extend the concepts of putting together and taking apart to add and subtract within 10. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Practice and Problem Solving 7-1: Student Edition Practice Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show numbers in many ways. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Extend the concepts of putting together and taking apart to add and subtract within 10. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-1: Interactive Practice Buddy 7-1: Interactive Additional Practice Step 3: Assess & Differentiate 7-1: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show numbers in many ways. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Extend the concepts of putting together and taking apart to add and subtract within 10. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-1: Enrichment Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show numbers in many ways. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Extend the concepts of putting together and taking apart to add and subtract within 10. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-1: Quick Check Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show numbers in many ways. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Extend the concepts of putting together and taking apart to add and subtract within 10. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-1: Reteach to Build Understanding Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show numbers in many ways. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Extend the concepts of putting together and taking apart to add and subtract within 10. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 7-1: Enrichment 7-1: Digital Math Tool Activity 7-1: Pick a Project 7-1: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show numbers in many ways. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Extend the concepts of putting together and taking apart to add and subtract within 10. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 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: Represent Subtraction as Taking Apart Interactive Student Edition: Grade K 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. English language learners communicate for social and instructional purposes within the school setting. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Take apart a number and tell the parts. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Take apart a number and tell the parts. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Practice and Problem Solving 7-2: Student Edition Practice Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Take apart a number and tell the parts. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 7-2: Interactive Practice Buddy 7-2: Interactive Additional Practice Step 3: Assess & Differentiate 7-2: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Take apart a number and tell the parts. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 7-2: Enrichment Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Take apart a number and tell the parts. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 7-2: Quick Check Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Take apart a number and tell the parts. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 7-2: Reteach to Build Understanding Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Take apart a number and tell the parts. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 7-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: Problem-Solving Reading Activity Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Take apart a number and tell the parts. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 7-2: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Take apart a number and tell the parts. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 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: Represent Subtraction as Taking From Interactive Student Edition: Grade K 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent subtraction as taking away from a whole. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent subtraction as taking away from a whole. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Practice and Problem Solving 7-3: Student Edition Practice Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent subtraction as taking away from a whole. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-3: Interactive Practice Buddy 7-3: Interactive Additional Practice Step 3: Assess & Differentiate 7-3: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent subtraction as taking away from a whole. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-3: Enrichment Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent subtraction as taking away from a whole. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-3: Quick Check Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent subtraction as taking away from a whole. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-3: Reteach to Build Understanding Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent subtraction as taking away from a whole. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: Pick a Project 7-3: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent subtraction as taking away from a whole. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 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: Represent and Explain Subtraction with Equations Interactive Student Edition: Grade K 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Write an equation to show subtraction. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Write an equation to show subtraction. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Practice and Problem Solving 7-4: Student Edition Practice Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Write an equation to show subtraction. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-4: Interactive Practice Buddy 7-4: Interactive Additional Practice Step 3: Assess & Differentiate 7-4: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Write an equation to show subtraction. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-4: Enrichment Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Write an equation to show subtraction. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-4: Quick Check Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Write an equation to show subtraction. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-4: Reteach to Build Understanding Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Write an equation to show subtraction. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 7-4: Enrichment 7-4: Digital Math Tool Activity 7-4: enVision STEM Activity Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Write an equation to show subtraction. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-4: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Write an equation to show subtraction. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 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: Actividad de enVisionSTEM 7-4: Ampliación 7-5: Solve Subtraction Word Problems: Taking From and Apart Interactive Student Edition: Grade K 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: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Find the difference of two numbers. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Find the difference of two numbers. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Practice and Problem Solving 7-5: Student Edition Practice Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Find the difference of two numbers. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-5: Interactive Practice Buddy 7-5: Interactive Additional Practice Step 3: Assess & Differentiate 7-5: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Find the difference of two numbers. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-5: Enrichment Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Find the difference of two numbers. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-5: Quick Check Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Find the difference of two numbers. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-5: Reteach to Build Understanding Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Find the difference of two numbers. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 7-5: Enrichment 7-5: Digital Math Tool Activity 7-5: enVision STEM Activity Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Find the difference of two numbers. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-5: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Find the difference of two numbers. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 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: Actividad de enVisionSTEM 7-5: Ampliación Topic 7: 3-Act Math: Fruit Salad Interactive Student Edition: Grade K, Topic 7: 3-Act Math Mathematical Modeling Topic 7: 3-Act Math: Fruit Salad, Act 1 Topic 7: 3-Act Math: Fruit Salad, Act 2 Topic 7: 3-Act Math: Fruit Salad, Act 3 Topic 7: 3-Act Math: Fruit Salad, Sequel 7-6: Use Patterns to Develop Fluency in Subtraction Interactive Student Edition: Grade K 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: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Find patterns in subtraction equations. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Find patterns in subtraction equations. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Practice and Problem Solving 7-6: Student Edition Practice Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Find patterns in subtraction equations. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 7-6: Interactive Practice Buddy 7-6: Interactive Additional Practice Step 3: Assess & Differentiate 7-6: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Find patterns in subtraction equations. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 7-6: Enrichment Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Find patterns in subtraction equations. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 7-6: Quick Check Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Find patterns in subtraction equations. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 7-6: Reteach to Build Understanding Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Find patterns in subtraction equations. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 7-6: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 7-6: Enrichment Game: Save the Word: Grade K Topics 1-4 7-6: Pick a Project 7-6: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Find patterns in subtraction equations. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 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: Use Appropriate Tools Interactive Student Edition: Grade K 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: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Use appropriate tools strategically. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Use a variety of mathematical tools effectively and strategically. a) Select and use appropriate tools when solving a mathematical problem. b) Use technological tools and other external mathematical resources to explore and deepen understanding of concepts. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) 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. Use tools to subtract numbers. Use appropriate tools strategically. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Use appropriate tools strategically. Extend the concepts of putting together and taking apart to add and subtract within 10. Use appropriate tools strategically. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 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: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Use appropriate tools strategically. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Use a variety of mathematical tools effectively and strategically. a) Select and use appropriate tools when solving a mathematical problem. b) Use technological tools and other external mathematical resources to explore and deepen understanding of concepts. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) 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. Use tools to subtract numbers. Use appropriate tools strategically. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Use appropriate tools strategically. Extend the concepts of putting together and taking apart to add and subtract within 10. Use appropriate tools strategically. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Practice and Problem Solving 7-7: Student Edition Practice Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Use appropriate tools strategically. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Use a variety of mathematical tools effectively and strategically. a) Select and use appropriate tools when solving a mathematical problem. b) Use technological tools and other external mathematical resources to explore and deepen understanding of concepts. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) 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. Use tools to subtract numbers. Use appropriate tools strategically. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Use appropriate tools strategically. Extend the concepts of putting together and taking apart to add and subtract within 10. Use appropriate tools strategically. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-7: Interactive Additional Practice Step 3: Assess & Differentiate 7-7: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Use appropriate tools strategically. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Use a variety of mathematical tools effectively and strategically. a) Select and use appropriate tools when solving a mathematical problem. b) Use technological tools and other external mathematical resources to explore and deepen understanding of concepts. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) 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. Use tools to subtract numbers. Use appropriate tools strategically. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Use appropriate tools strategically. Extend the concepts of putting together and taking apart to add and subtract within 10. Use appropriate tools strategically. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-7: Enrichment Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Use appropriate tools strategically. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Use a variety of mathematical tools effectively and strategically. a) Select and use appropriate tools when solving a mathematical problem. b) Use technological tools and other external mathematical resources to explore and deepen understanding of concepts. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) 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. Use tools to subtract numbers. Use appropriate tools strategically. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Use appropriate tools strategically. Extend the concepts of putting together and taking apart to add and subtract within 10. Use appropriate tools strategically. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-7: Quick Check Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Use appropriate tools strategically. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Use a variety of mathematical tools effectively and strategically. a) Select and use appropriate tools when solving a mathematical problem. b) Use technological tools and other external mathematical resources to explore and deepen understanding of concepts. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) 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. Use tools to subtract numbers. Use appropriate tools strategically. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Use appropriate tools strategically. Extend the concepts of putting together and taking apart to add and subtract within 10. Use appropriate tools strategically. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-7: Reteach to Build Understanding Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Use appropriate tools strategically. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Use a variety of mathematical tools effectively and strategically. a) Select and use appropriate tools when solving a mathematical problem. b) Use technological tools and other external mathematical resources to explore and deepen understanding of concepts. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) 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. Use tools to subtract numbers. Use appropriate tools strategically. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Use appropriate tools strategically. Extend the concepts of putting together and taking apart to add and subtract within 10. Use appropriate tools strategically. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-7: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 7-7: Enrichment 7-7: Digital Math Tool Activity 7-7: Problem-Solving Reading Activity Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Take apart a number and tell the parts. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 7-7: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Use appropriate tools strategically. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Use a variety of mathematical tools effectively and strategically. a) Select and use appropriate tools when solving a mathematical problem. b) Use technological tools and other external mathematical resources to explore and deepen understanding of concepts. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) 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. Use tools to subtract numbers. Use appropriate tools strategically. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Use appropriate tools strategically. Extend the concepts of putting together and taking apart to add and subtract within 10. Use appropriate tools strategically. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 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: 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 7-9: Center Games 7-2: Visual Learning Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Take apart a number and tell the parts. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 7-3 Visual Learning Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent subtraction as taking away from a whole. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-4: Visual Learning Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Write an equation to show subtraction. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 7-6: Visual Learning Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Find patterns in subtraction equations. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 7-5: Visual Learning Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Find the difference of two numbers. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Topic 7 Online Assessment Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Find patterns in subtraction equations. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Find the difference of two numbers. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Write an equation to show subtraction. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Represent subtraction as taking away from a whole. Take apart a number and tell the parts. Compose and decompose numbers up to 10 with objects and pictures. Topic 7 Spanish Assessments Tema 7: Tarea de rendimento Tema 7: Evaluación Topic 8: Fluency Practice/ Assessment Master (English) Topic 8: More Addition and Subtraction Topic 8: Animated Math Story: Ruby and Sue Share Flowers 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: Decompose 5 to Solve Problems Interactive Student Edition: Grade K 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: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 5 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 5 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Use objects to solve word problems related to addition and subtraction that involve unknowns and quantities up to 5. Practice and Problem Solving 8-1: Student Edition Practice Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 5 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-1: Interactive Practice Buddy 8-1: Interactive Additional Practice Step 3: Assess & Differentiate 8-1: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 5 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-1: Enrichment Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 5 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-1: Quick Check Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 5 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-1: Reteach to Build Understanding Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 5 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Use objects to solve word problems related to addition and subtraction that involve unknowns and quantities up to 5. 8-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 8-1: Enrichment Game: Tentacles 8-1: Pick a Project 8-1: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 5 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Use objects to solve word problems related to addition and subtraction that involve unknowns and quantities up to 5. 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: Related Facts Interactive Student Edition: Grade K 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: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Solve related addition and subtraction equations. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 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: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Solve related addition and subtraction equations. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Practice and Problem Solving 8-2: Student Edition Practice Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Solve related addition and subtraction equations. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-2: Interactive Practice Buddy 8-2: Interactive Additional Practice Step 3: Assess & Differentiate 8-2: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Solve related addition and subtraction equations. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-2: Enrichment Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Solve related addition and subtraction equations. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-2: Quick Check Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Solve related addition and subtraction equations. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-2: Reteach to Build Understanding Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Solve related addition and subtraction equations. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 8-2: Enrichment Game: Tentacles 8-2: enVision STEM Activity Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Solve related addition and subtraction equations. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-2: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Solve related addition and subtraction equations. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 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: Actividad de enVisionSTEM 8-2: Ampliación 8-3: Problem Solving: Reasoning Interactive Student Edition: Grade K 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: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Reason abstractly and quantitatively. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. 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. Reason about numbers and operations. Reason abstractly and quantitatively. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Reason abstractly and quantitatively. Extend the concepts of putting together and taking apart to add and subtract within 10. Reason abstractly and quantitatively. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Reason abstractly and quantitatively. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. 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. Reason about numbers and operations. Reason abstractly and quantitatively. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Reason abstractly and quantitatively. Extend the concepts of putting together and taking apart to add and subtract within 10. Reason abstractly and quantitatively. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Practice and Problem Solving 8-3: Student Edition Practice Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Reason abstractly and quantitatively. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. 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. Reason about numbers and operations. Reason abstractly and quantitatively. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Reason abstractly and quantitatively. Extend the concepts of putting together and taking apart to add and subtract within 10. Reason abstractly and quantitatively. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 8-3: Interactive Additional Practice Step 3: Assess & Differentiate 8-3: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Reason abstractly and quantitatively. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. 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. Reason about numbers and operations. Reason abstractly and quantitatively. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Reason abstractly and quantitatively. Extend the concepts of putting together and taking apart to add and subtract within 10. Reason abstractly and quantitatively. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 8-3: Enrichment Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Reason abstractly and quantitatively. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. 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. Reason about numbers and operations. Reason abstractly and quantitatively. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Reason abstractly and quantitatively. Extend the concepts of putting together and taking apart to add and subtract within 10. Reason abstractly and quantitatively. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 8-3: Quick Check Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Reason abstractly and quantitatively. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. 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. Reason about numbers and operations. Reason abstractly and quantitatively. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Reason abstractly and quantitatively. Extend the concepts of putting together and taking apart to add and subtract within 10. Reason abstractly and quantitatively. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 8-3: Reteach to Build Understanding Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Reason abstractly and quantitatively. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. 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. Reason about numbers and operations. Reason abstractly and quantitatively. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Reason abstractly and quantitatively. Extend the concepts of putting together and taking apart to add and subtract within 10. Reason abstractly and quantitatively. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 8-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 8-3: Enrichment Game: Tentacles 8-3: Pick a Project 8-3: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Reason abstractly and quantitatively. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. 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. Reason about numbers and operations. Reason abstractly and quantitatively. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Reason abstractly and quantitatively. Extend the concepts of putting together and taking apart to add and subtract within 10. Reason abstractly and quantitatively. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Spanish Resources 8-3: eText del Libro del estudiante 8-3: Repaso diario 8-3: Aprendizaje visual 8-3: Práctica adicional interactiva 8-3: Refuerzo para mejorar la comprensión 8-3: Desarrollar la competencia matemática 8-3: Ampliación 8-4: Fluently Add and Subtract to 5 Interactive Student Edition: Grade K 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: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Write addition and subtraction equations within 5 and remember them. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Subtract to find difference within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Write addition and subtraction equations within 5 and remember them. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Add to find sums within 5. Practice and Problem Solving 8-4: Student Edition Practice Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Write addition and subtraction equations within 5 and remember them. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 8-4: Interactive Practice Buddy 8-4: Interactive Additional Practice Step 3: Assess & Differentiate 8-4: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Write addition and subtraction equations within 5 and remember them. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 8-4: Enrichment Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Write addition and subtraction equations within 5 and remember them. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 8-4: Quick Check Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Write addition and subtraction equations within 5 and remember them. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 8-4: Reteach to Build Understanding Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Subtract to find difference within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Write addition and subtraction equations within 5 and remember them. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Add to find sums within 5. 8-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 8-4: Enrichment Game: Fluency - Add and Subtract within 5 8-4: Pick a Project 8-4: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Subtract to find difference within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Write addition and subtraction equations within 5 and remember them. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Add to find sums within 5. 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: Decompose 6 and 7 to Solve Problems Interactive Student Edition: Grade K 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: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). English language learners communicate for social and instructional purposes within the school setting. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 6 and 7 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 6 and 7 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Practice and Problem Solving 8-5: Student Edition Practice Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 6 and 7 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-5: Interactive Practice Buddy 8-5: Interactive Additional Practice Step 3: Assess & Differentiate 8-5: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 6 and 7 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-5: Enrichment Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 6 and 7 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-5: Quick Check Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 6 and 7 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-5: Reteach to Build Understanding Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 6 and 7 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 8-5: Enrichment Game: Tentacles 8-5: Problem-Solving Reading Activity Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 6 and 7 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-5: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 6 and 7 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 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: Decompose 8 and 9 to Solve Problems Interactive Student Edition: Grade K 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: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). English language learners communicate for social and instructional purposes within the school setting. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 8 and 9 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 8 and 9 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Practice and Problem Solving 8-6: Student Edition Practice Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 8 and 9 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-6: Interactive Practice Buddy 8-6: Interactive Additional Practice Step 3: Assess & Differentiate 8-6: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 8 and 9 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-6: Enrichment Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 8 and 9 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-6: Quick Check Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 8 and 9 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-6: Reteach to Build Understanding Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 8 and 9 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-6: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 8-6: Enrichment Game: Tentacles 8-6: Pick a Project 8-6: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 8 and 9 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 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: Ways to Make 10 Interactive Student Edition: Grade K 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Compose and decompose numbers up to 10 using objects, drawings, and equations. English language learners communicate for social and instructional purposes within the school setting. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show how to make a group of 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Compose and decompose numbers up to 10 using objects, drawings, and equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show how to make a group of 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Practice and Problem Solving 8-7: Student Edition Practice Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Compose and decompose numbers up to 10 using objects, drawings, and equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show how to make a group of 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 8-7: Interactive Practice Buddy 8-7: Interactive Additional Practice Step 3: Assess & Differentiate 8-7: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Compose and decompose numbers up to 10 using objects, drawings, and equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show how to make a group of 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 8-7: Enrichment Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Compose and decompose numbers up to 10 using objects, drawings, and equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show how to make a group of 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 8-7: Quick Check Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Compose and decompose numbers up to 10 using objects, drawings, and equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show how to make a group of 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 8-7: Reteach to Build Understanding Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Compose and decompose numbers up to 10 using objects, drawings, and equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show how to make a group of 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 8-7: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 8-7: Enrichment 8-7: Digital Math Tool Activity 8-7: Pick a Project 8-7: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Compose and decompose numbers up to 10 using objects, drawings, and equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show how to make a group of 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Spanish Resources 8-7: eText del Libro del estudiante 8-7: Repaso diario 8-7: Aprendizaje visual 8-7: Amigo de práctica interactiva 8-7: Práctica adicional interactiva 8-7: Refuerzo para mejorar la comprensión 8-7: Desarrollar la competencia matemática 8-7: Ampliación 8-8: Decompose 10 to Solve Problems Interactive Student Edition: Grade K Lesson 8-8 Math Anytime 8-8: Daily Review Topic 8: Today's Challenge Step 1: Problem-Based Learning 8-8: Solve & Share Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). English language learners communicate for social and instructional purposes within the school setting. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts 10 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 8-8: Visual Learning Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Solve word problems within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts 10 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Practice and Problem Solving 8-8: Student Edition Practice Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts 10 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-8: Interactive Practice Buddy 8-8: Interactive Additional Practice Step 3: Assess & Differentiate 8-8: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts 10 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-8: Enrichment Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts 10 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-8: Quick Check Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts 10 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-8: Reteach to Build Understanding Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Solve word problems within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts 10 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-8: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 8-8: Enrichment 8-8: Digital Math Tool Activity 8-8: Problem-Solving Reading Activity Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts 10 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-8: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Solve word problems within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts 10 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Spanish Resources 8-8: eText del Libro del estudiante 8-8: Repaso diario 8-8: Aprendizaje visual 8-8: Amigo de práctica interactiva 8-8: Práctica adicional interactiva 8-8: Refuerzo para mejorar la comprensión 8-8: Desarrollar la competencia matemática 8-8: Ampliación 8-9: Find the Missing Part of 10 Interactive Student Edition: Grade K Lesson 8-9 Math Anytime 8-9: Daily Review Topic 8: Today's Challenge Step 1: Problem-Based Learning 8-9: Solve & Share Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Create a sum of 10 using objects and drawings when given one of two addends 1-9. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Find number partners for 10. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 8-9: Visual Learning Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Create a sum of 10 using objects and drawings when given one of two addends 1-9. For any number from 1-9, find the number that makes 10 when added to the given number by using objects or drawings. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Find number partners for 10. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Practice and Problem Solving 8-9: Student Edition Practice Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Create a sum of 10 using objects and drawings when given one of two addends 1-9. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Find number partners for 10. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-9: Interactive Practice Buddy 8-9: Interactive Additional Practice Step 3: Assess & Differentiate 8-9: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Create a sum of 10 using objects and drawings when given one of two addends 1-9. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Find number partners for 10. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-9: Enrichment Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Create a sum of 10 using objects and drawings when given one of two addends 1-9. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Find number partners for 10. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-9: Quick Check Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Create a sum of 10 using objects and drawings when given one of two addends 1-9. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Find number partners for 10. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-9: Reteach to Build Understanding Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Create a sum of 10 using objects and drawings when given one of two addends 1-9. For any number from 1-9, find the number that makes 10 when added to the given number by using objects or drawings. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Find number partners for 10. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-9: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 8-9: Enrichment 8-9: Digital Math Tool Activity 8-9: Pick a Project 8-9: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Create a sum of 10 using objects and drawings when given one of two addends 1-9. For any number from 1-9, find the number that makes 10 when added to the given number by using objects or drawings. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Find number partners for 10. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Spanish Resources 8-9: eText del Libro del estudiante 8-9: Repaso diario 8-9: Aprendizaje visual 8-9: Amigo de práctica interactiva 8-9: Práctica adicional interactiva 8-9: Refuerzo para mejorar la comprensión 8-9: Desarrollar la competencia matemática 8-9: Ampliación 8-10: Continue to Find the Missing Part of 10 Interactive Student Edition: Grade K Lesson 8-10 Math Anytime 8-10: Daily Review Topic 8: Today's Challenge Step 1: Problem-Based Learning 8-10: Solve and Share Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Create a sum of 10 using objects and drawings when given one of two addends 1-9. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Find a missing part to make 10. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Step 2: Visual Learning 8-10: Visual Learning Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Create a sum of 10 using objects and drawings when given one of two addends 1-9. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Find a missing part to make 10. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Practice and Problem Solving 8-10: Student Edition Practice Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Create a sum of 10 using objects and drawings when given one of two addends 1-9. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Find a missing part to make 10. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-10: Interactive Practice Buddy 8-10: Interactive Additional Practice Step 3: Assess & Differentiate 8-10: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Create a sum of 10 using objects and drawings when given one of two addends 1-9. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Find a missing part to make 10. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-10: Enrichment Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Create a sum of 10 using objects and drawings when given one of two addends 1-9. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Find a missing part to make 10. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-10: Quick Check Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Create a sum of 10 using objects and drawings when given one of two addends 1-9. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Find a missing part to make 10. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-10: Reteach to Build Understanding Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Create a sum of 10 using objects and drawings when given one of two addends 1-9. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Find a missing part to make 10. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-10: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 8-10: Enrichment Game: Save the Word: Grade K Topics 1–8 8-10: enVision STEM Activity Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Create a sum of 10 using objects and drawings when given one of two addends 1-9. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Find a missing part to make 10. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-10: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Create a sum of 10 using objects and drawings when given one of two addends 1-9. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Find a missing part to make 10. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Spanish Resources 8-10: eText del Libro del estudiante 8-10: Repaso diario 8-10: Aprendizaje visual 8-10: Amigo de práctica interactiva 8-10: Práctica adicional interactiva 8-10: Refuerzo para mejorar la comprensión 8-10: Desarrollar la competencia matemática 8-10: Actividad de enVisionSTEM 8-10: 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 8-9: Visual Learning Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Create a sum of 10 using objects and drawings when given one of two addends 1-9. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Find number partners for 10. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-6: Visual Learning Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 8 and 9 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-7: Visual Learning Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Compose and decompose numbers up to 10 using objects, drawings, and equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show how to make a group of 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 8-1: Visual Learning Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 5 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-3: Visual Learning Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Reason abstractly and quantitatively. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. 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. Reason about numbers and operations. Reason abstractly and quantitatively. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Reason abstractly and quantitatively. Extend the concepts of putting together and taking apart to add and subtract within 10. Reason abstractly and quantitatively. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 8-5: Visual Learning Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 6 and 7 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Game: Fancy Flea - Missing Parts to 12 8-2: Visual Learning Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Solve related addition and subtraction equations. Fluently add and subtract within 5. Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 8-8: Visual Learning Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts 10 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Topic 8 Online Assessment Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. Reason abstractly and quantitatively. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Compose and decompose numbers up to 10 using objects, drawings, and equations. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Create a sum of 10 using objects and drawings when given one of two addends 1-9. Add and subtract fluently within 5. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Fluently add and subtract within 5. 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. Reason about numbers and operations. Reason abstractly and quantitatively. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Reason abstractly and quantitatively. Extend the concepts of putting together and taking apart to add and subtract within 10. Reason abstractly and quantitatively. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) Write equations to show parts of 6 and 7 and solve problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Compose and decompose numbers up to 10 with objects and pictures. Write equations to show parts of 8 and 9 and solve problems. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Show how to make a group of 10. Know number names and write and recite the count sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Write equations to show parts 10 and solve problems. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Find number partners for 10. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Write equations to show parts of 5 and solve problems. Solve related addition and subtraction equations. Fluently add and subtract within 5. Topic 8 Spanish Assessments Tema 8: Tarea de rendimento Tema 8: Evaluación Topics 1–8: Cumulative/Benchmark Assessments Topics 1–8: Cumulative/Benchmark Assessment 7-1: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show numbers in many ways. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Extend the concepts of putting together and taking apart to add and subtract within 10. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 2-2: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Tell whether one group is greater in number than another group. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply one-to-one correspondence to count the number of objects. Apply the concept of magnitude to compare numbers and quantities. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. 1-3: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Read and write the numbers 1, 2, and 3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 3-1: Another Look Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count the numbers 6 and 7. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 1-4: Another Look Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count 4 and 5 objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 8-9: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Create a sum of 10 using objects and drawings when given one of two addends 1-9. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Find number partners for 10. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 6-4: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Write an equation to show addition. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 5-1: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Classify objects into categories and tell why the are in each category. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply one- to-one correspondence to count the number of objects. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Sort objects using characteristics such as shape, size, color and thickness. 6-3: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent addition as putting two or more numbers together. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-6: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Use equations to represent and explain addition. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Solve addition and subtraction word problems within 20. 7-5: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Find the difference of two numbers. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-8: Another Look Curriculum Standards: Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model with mathematics. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Connect mathematical ideas and real-world situations through modeling. a) Identify relevant quantities and develop a model to describe their relationships. b) Interpret mathematical models in the context of the situation. c) Make assumptions and estimates to simplify complicated situations. d) Evaluate the reasonableness of a model and refine if necessary. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) 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 adding different numbers together by drawing, counting, or writing equations. Model with mathematics. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Model with mathematics. Extend the concepts of putting together and taking apart to add and subtract within 10. Model with mathematics. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 5-3: Another Look Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Use counting to compare how many objects are in categories. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply the concept of magnitude to compare numbers and quantities. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Compare and order whole numbers, with and without objects, from 0 to 20. Sort objects using characteristics such as shape, size, color and thickness. Game: Jungle Quest - Add and Subtract 1, 2, 5, 10 Topics 1–8: Online Cumulative/Benchmark Assessment Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Create a sum of 10 using objects and drawings when given one of two addends 1-9. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Model with mathematics. Connect mathematical ideas and real- world situations through modeling. a) Identify relevant quantities and develop a model to describe their relationships. b) Interpret mathematical models in the context of the situation. c) Make assumptions and estimates to simplify complicated situations. d) Evaluate the reasonableness of a model and refine if necessary. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Show numbers in many ways. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Extend the concepts of putting together and taking apart to add and subtract within 10. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Find number partners for 10. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Compose and decompose numbers up to 10 with objects and pictures. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Classify objects into categories and tell why the are in each category. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Classify objects and count the number of objects in each category. Sort objects using characteristics such as shape, size, color and thickness. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Use counting to compare how many objects are in categories. Apply the concept of magnitude to compare numbers and quantities. Compare and order whole numbers, with and without objects, from 0 to 20. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) 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 adding different numbers together by drawing, counting, or writing equations. Model with mathematics. Model with mathematics. Model with mathematics. Use equations to represent and explain addition. Represent addition as putting two or more numbers together. Write an equation to show addition. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count the numbers 6 and 7. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count, with and without objects, forward and backward to at least 20. Find the difference of two numbers. Tell whether one group is greater in number than another group. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Read and write the numbers 1, 2, and 3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count 4 and 5 objects. Topic 9: Count Numbers to 20 Topic 9: Animated Math Story: Favorite Things 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: Count, Read, and Write 11 and 12 Interactive Student Edition: Grade K 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 11 and 12. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 11 and 12. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Practice and Problem Solving 9-1: Student Edition Practice Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 11 and 12. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 9-1: Interactive Practice Buddy 9-1: Interactive Additional Practice Step 3: Assess & Differentiate 9-1: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 11 and 12. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 9-1: Enrichment Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 11 and 12. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 9-1: Quick Check Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 11 and 12. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 9-1: Reteach to Build Understanding Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 11 and 12. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 9-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 9-1: Enrichment 9-1: Digital Math Tool Activity 9-1: Pick a Project 9-1: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 11 and 12. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 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: Count, Read, and Write 13, 14, and 15 Interactive Student Edition: Grade K 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 13, 14, and 15. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 13, 14, and 15. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Practice and Problem Solving 9-2: Student Edition Practice Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 13, 14, and 15. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 9-2: Interactive Practice Buddy 9-2: Interactive Additional Practice Step 3: Assess & Differentiate 9-2: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 13, 14, and 15. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 9-2: Enrichment Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 13, 14, and 15. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 9-2: Quick Check Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 13, 14, and 15. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 9-2: Reteach to Build Understanding Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 13, 14, and 15. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 9-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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 9-2: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 13, 14, and 15. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 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: Count, Read, and Write 16 and 17 Interactive Student Edition: Grade K 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. English language learners communicate for social and instructional purposes within the school setting. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 16 and 17. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 16 and 17. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Practice and Problem Solving 9-3: Student Edition Practice Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 16 and 17. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 9-3: Interactive Practice Buddy 9-3: Interactive Additional Practice Step 3: Assess & Differentiate 9-3: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 16 and 17. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 9-3: Enrichment Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 16 and 17. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 9-3: Quick Check Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 16 and 17. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 9-3: Reteach to Build Understanding Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 16 and 17. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 9-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 16 and 17. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 9-3: Actividad de enVisionSTEM 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: enVision STEM Activity Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 16 and 17. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 9-3: Ampliación 9-4: Count, Read, and Write 18, 19, and 20 Interactive Student Edition: Grade K 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. English language learners communicate for social and instructional purposes within the school setting. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 18, 19, and 20. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 18, 19, and 20. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Practice and Problem Solving 9-4: Student Edition Practice Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 18, 19, and 20. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 9-4: Interactive Practice Buddy 9-4: Interactive Additional Practice Step 3: Assess & Differentiate 9-4: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 18, 19, and 20. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 9-4: Enrichment Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 18, 19, and 20. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 9-4: Quick Check Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 18, 19, and 20. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 9-4: Reteach to Build Understanding Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 18, 19, and 20. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 9-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 18, 19, and 20. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 9-4: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 18, 19, and 20. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 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: Count Forward from Any Number to 20 Interactive Student Edition: Grade K 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: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Count forward by ones beginning from any number less than 100. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Count forward from any number to a number within 20. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Count forward by ones beginning from any number less than 100. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Count forward from any number to a number within 20. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. Practice and Problem Solving 9-5: Student Edition Practice Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Count forward by ones beginning from any number less than 100. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Count forward from any number to a number within 20. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. 9-5: Interactive Practice Buddy 9-5: Interactive Additional Practice Step 3: Assess & Differentiate 9-5: Another Look Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Count forward by ones beginning from any number less than 100. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Count forward from any number to a number within 20. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. 9-5: Enrichment Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Count forward by ones beginning from any number less than 100. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Count forward from any number to a number within 20. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. 9-5: Quick Check Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Count forward by ones beginning from any number less than 100. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Count forward from any number to a number within 20. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. 9-5: Reteach to Build Understanding Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Count forward by ones beginning from any number less than 100. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Count forward from any number to a number within 20. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. 9-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 9-5: Enrichment Game: Fluency - Add and Subtract within 5 9-5: Pick a Project 9-5: Another Look Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Count forward by ones beginning from any number less than 100. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Count forward from any number to a number within 20. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. 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 9-6: Count to Find How Many Interactive Student Edition: Grade K 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: Understand the relationship between numbers and quantities; connect counting to cardinality. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Understand the relationship between numbers and quantities; connect counting to cardinality. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count to find how many are in a group. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Understand the relationship between numbers and quantities; connect counting to cardinality. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Understand the relationship between numbers and quantities; connect counting to cardinality. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count to find how many are in a group. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Practice and Problem Solving 9-6: Student Edition Practice Curriculum Standards: Understand the relationship between numbers and quantities; connect counting to cardinality. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Understand the relationship between numbers and quantities; connect counting to cardinality. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count to find how many are in a group. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 9-6: Interactive Practice Buddy 9-6: Interactive Additional Practice Step 3: Assess & Differentiate 9-6: Another Look Curriculum Standards: Understand the relationship between numbers and quantities; connect counting to cardinality. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Understand the relationship between numbers and quantities; connect counting to cardinality. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count to find how many are in a group. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 9-6: Enrichment Curriculum Standards: Understand the relationship between numbers and quantities; connect counting to cardinality. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Understand the relationship between numbers and quantities; connect counting to cardinality. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count to find how many are in a group. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 9-6: Quick Check Curriculum Standards: Understand the relationship between numbers and quantities; connect counting to cardinality. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Understand the relationship between numbers and quantities; connect counting to cardinality. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count to find how many are in a group. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 9-6: Reteach to Build Understanding Curriculum Standards: Understand the relationship between numbers and quantities; connect counting to cardinality. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Understand the relationship between numbers and quantities; connect counting to cardinality. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count to find how many are in a group. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 9-6: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 9-6: Enrichment 9-6: Digital Math Tool Activity 9-6: enVision STEM Activity Curriculum Standards: Understand the relationship between numbers and quantities; connect counting to cardinality. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Understand the relationship between numbers and quantities; connect counting to cardinality. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count to find how many are in a group. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 9-6: Another Look Curriculum Standards: Understand the relationship between numbers and quantities; connect counting to cardinality. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Understand the relationship between numbers and quantities; connect counting to cardinality. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count to find how many are in a group. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Spanish Resources 9-6: eText del Libro del estudiante 9-6: Repaso diario 9-6: Aprendizaje visual 9-6: Amigo de práctica interactiva 9-6: Práctica adicional interactiva 9-6: Refuerzo para mejorar la comprensión 9-6: Desarrollar la competencia matemática 9-6: Actividad de enVisionSTEM 9-6: Ampliación Topic 9: 3-Act Math: Fresh from the Farm Interactive Student Edition: Grade K, Topic 9: 3-Act Math Mathematical Modeling Topic 9: 3-Act Math: Fresh from the Farm, Act 1 Topic 9: 3-Act Math: Fresh from the Farm, Act 2 Topic 9: 3-Act Math: Fresh from the Farm, Act 3 Topic 9: 3-Act Math: Fresh from the Farm, Sequel 9-7: Problem Solving: Reasoning Interactive Student Edition: Grade K Lesson 9-7 Math Anytime 9-7: Daily Review Topic 9: Today's Challenge Step 1: Problem-Based Learning 9-7: Solve & Share Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Reason abstractly and quantitatively. Count forward by ones beginning from any number less than 100. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. 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 count and write numbers to the number 20. Reason abstractly and quantitatively. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Reason abstractly and quantitatively. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Reason abstractly and quantitatively. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 9-7: Visual Learning Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Reason abstractly and quantitatively. Count forward by ones beginning from any number less than 100. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. 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 count and write numbers to the number 20. Reason abstractly and quantitatively. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Reason abstractly and quantitatively. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Reason abstractly and quantitatively. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Practice and Problem Solving 9-7: Student Edition Practice Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Reason abstractly and quantitatively. Count forward by ones beginning from any number less than 100. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. 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 count and write numbers to the number 20. Reason abstractly and quantitatively. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Reason abstractly and quantitatively. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Reason abstractly and quantitatively. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 9-7: Interactive Additional Practice Step 3: Assess & Differentiate 9-7: Another Look Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Reason abstractly and quantitatively. Count forward by ones beginning from any number less than 100. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. 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 count and write numbers to the number 20. Reason abstractly and quantitatively. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Reason abstractly and quantitatively. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Reason abstractly and quantitatively. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 9-7: Enrichment Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Reason abstractly and quantitatively. Count forward by ones beginning from any number less than 100. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. 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 count and write numbers to the number 20. Reason abstractly and quantitatively. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Reason abstractly and quantitatively. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Reason abstractly and quantitatively. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 9-7: Quick Check Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Reason abstractly and quantitatively. Count forward by ones beginning from any number less than 100. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. 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 count and write numbers to the number 20. Reason abstractly and quantitatively. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Reason abstractly and quantitatively. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Reason abstractly and quantitatively. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 9-7: Reteach to Build Understanding Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Reason abstractly and quantitatively. Count forward by ones beginning from any number less than 100. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. 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 count and write numbers to the number 20. Reason abstractly and quantitatively. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Reason abstractly and quantitatively. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Reason abstractly and quantitatively. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 9-7: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 9-7: Enrichment Game: Save the Word: Grade K Topics 1–8 9-7: Problem-Solving Reading Activity Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Reason abstractly and quantitatively. Count forward by ones beginning from any number less than 100. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. 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 count and write numbers to the number 20. Reason abstractly and quantitatively. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Reason abstractly and quantitatively. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Reason abstractly and quantitatively. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 9-7: Another Look Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Reason abstractly and quantitatively. Count forward by ones beginning from any number less than 100. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. 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 count and write numbers to the number 20. Reason abstractly and quantitatively. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Reason abstractly and quantitatively. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Reason abstractly and quantitatively. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Spanish Resources 9-7: eText del Libro del estudiante 9-7: Repaso diario 9-7: Aprendizaje visual 9-7: Práctica adicional interactiva 9-7: Refuerzo para mejorar la comprensión 9-7: Desarrollar la competencia matemática 9-7: 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 10-6: Center Games 9-2: Visual Learning Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 13, 14, and 15. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 9-4: Visual Learning Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 18, 19, and 20. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 9-5: Visual Learning Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Count forward by ones beginning from any number less than 100. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Count forward from any number to a number within 20. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. 9-6: Visual Learning Curriculum Standards: Understand the relationship between numbers and quantities; connect counting to cardinality. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Understand the relationship between numbers and quantities; connect counting to cardinality. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count to find how many are in a group. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 9-7: Visual Learning Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Reason abstractly and quantitatively. Count forward by ones beginning from any number less than 100. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. 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 count and write numbers to the number 20. Reason abstractly and quantitatively. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Reason abstractly and quantitatively. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Reason abstractly and quantitatively. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Topic 9 Online Assessment Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Reason abstractly and quantitatively. Count forward by ones beginning from any number less than 100. Reason both contextually and abstractly. a) Make sense of quantities and their relationships in mathematical and real-world situations. b) Describe a given situation using multiple mathematical representations. c) Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. d) Connect the meaning of mathematical operations to the context of a given situation. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Understand the relationship between numbers and quantities; connect counting to cardinality. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Understand that each successive number name refers to a quantity that is one larger. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. 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 count and write numbers to the number 20. Reason abstractly and quantitatively. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Reason abstractly and quantitatively. Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Reason abstractly and quantitatively. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count and write the numbers 13, 14, and 15. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count and write the numbers 18, 19, and 20. Understand the relationship between numbers and quantities; connect counting to cardinality. Count to find how many are in a group. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Understand that each successive number name refers to a quantity that is one larger. Count forward from any number to a number within 20. Find a number that is 1 more or 1 less than a given number. Topic 9 Spanish Assessments Tema 9: Tarea de rendimento Tema 9: Evaluación Topic 10: Compose and Decompose Numbers 11 to 19 Topic 10: Animated Math Story: Andy's Nature Walk 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 Topic 10: Vocabulary Cards 10-1: Make 11, 12, and 13 Interactive Student Edition: Grade K 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Use drawings and equations to make the numbers 11, 12, and 13. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Use drawings and equations to make the numbers 11, 12, and 13. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Identify the value of a base ten block and ones block to build representations of 11-15. Practice and Problem Solving 10-1: Student Edition Practice Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Use drawings and equations to make the numbers 11, 12, and 13. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 10-1: Interactive Practice Buddy 10-1: Interactive Additional Practice Step 3: Assess & Differentiate 10-1: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Use drawings and equations to make the numbers 11, 12, and 13. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 10-1: Enrichment Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Use drawings and equations to make the numbers 11, 12, and 13. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 10-1: Quick Check Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Use drawings and equations to make the numbers 11, 12, and 13. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 10-1: Reteach to Build Understanding Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Use drawings and equations to make the numbers 11, 12, and 13. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Identify the value of a base ten block and ones block to build representations of 11-15. 10-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: enVision STEM Activity Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Use drawings and equations to make the numbers 11, 12, and 13. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 10-1: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Use drawings and equations to make the numbers 11, 12, and 13. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Identify the value of a base ten block and ones block to build representations of 11-15. 10-1: Actividad de enVisionSTEM 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: Make 14, 15, and 16 Interactive Student Edition: Grade K 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Make the numbers 14, 15, and 16. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Make the numbers 14, 15, and 16. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Practice and Problem Solving 10-2: Student Edition Practice Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Make the numbers 14, 15, and 16. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 10-2: Interactive Practice Buddy 10-2: Interactive Additional Practice Step 3: Assess & Differentiate 10-2: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Make the numbers 14, 15, and 16. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 10-2: Enrichment Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Make the numbers 14, 15, and 16. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 10-2: Quick Check Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Make the numbers 14, 15, and 16. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 10-2: Reteach to Build Understanding Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Make the numbers 14, 15, and 16. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 10-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Make the numbers 14, 15, and 16. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 10-2: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Make the numbers 14, 15, and 16. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 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: Make 17, 18, and 19 Interactive Student Edition: Grade K 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Make the numbers 17, 18, and 19. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Make the numbers 17, 18, and 19. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Practice and Problem Solving 10-3: Student Edition Practice Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Make the numbers 17, 18, and 19. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 10-3: Interactive Practice Buddy 10-3: Interactive Additional Practice Step 3: Assess & Differentiate 10-3: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Make the numbers 17, 18, and 19. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 10-3: Enrichment Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Make the numbers 17, 18, and 19. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 10-3: Quick Check Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Make the numbers 17, 18, and 19. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 10-3: Reteach to Build Understanding Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Make the numbers 17, 18, and 19. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 10-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: Problem-Solving Reading Activity Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Make the numbers 17, 18, and 19. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 10-3: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Make the numbers 17, 18, and 19. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 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: Find Parts of 11, 12, and 13 Interactive Student Edition: Grade K 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 11, 12, and 13 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 11, 12, and 13 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Practice and Problem Solving 10-4: Student Edition Practice Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 11, 12, and 13 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 10-4: Interactive Practice Buddy 10-4: Interactive Additional Practice Step 3: Assess & Differentiate 10-4: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 11, 12, and 13 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 10-4: Enrichment Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 11, 12, and 13 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 10-4: Quick Check Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 11, 12, and 13 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 10-4: Reteach to Build Understanding Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 11, 12, and 13 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 10-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: enVision STEM Activity Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 11, 12, and 13 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 10-4: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 11, 12, and 13 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 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: Actividad de enVisionSTEM 10-4: Ampliación 10-5: Find Parts of 14, 15, and 16 Interactive Student Edition: Grade K 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. English language learners communicate for social and instructional purposes within the school setting. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 14, 15, and 16 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 14, 15, and 16 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Practice and Problem Solving 10-5: Student Edition Practice Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 14, 15, and 16 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 10-5: Interactive Practice Buddy 10-5: Interactive Additional Practice Step 3: Assess & Differentiate 10-5: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 14, 15, and 16 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 10-5: Enrichment Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 14, 15, and 16 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 10-5: Quick Check Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 14, 15, and 16 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 10-5: Reteach to Build Understanding Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 14, 15, and 16 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 10-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 10-5: Enrichment 10-5: Digital Math Tool Activity 10-5: Pick a Project 10-5: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 14, 15, and 16 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 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: Find Parts of 17, 18, and 19 Interactive Student Edition: Grade K 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. English language learners communicate for social and instructional purposes within the school setting. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 17, 18, and 19 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 17, 18, and 19 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Practice and Problem Solving 10-6: Student Edition Practice Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 17, 18, and 19 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 10-6: Interactive Practice Buddy 10-6: Interactive Additional Practice Step 3: Assess & Differentiate 10-6: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 17, 18, and 19 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 10-6: Enrichment Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 17, 18, and 19 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 10-6: Quick Check Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 17, 18, and 19 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 10-6: Reteach to Build Understanding Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 17, 18, and 19 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 10-6: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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 10-6: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 17, 18, and 19 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 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: Problem Solving: Look For and Use Structure Interactive Student Edition: Grade K 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Look for and make use of structure. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. English language learners communicate for social and instructional purposes within the school setting. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine 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. Look for patterns to make and find the parts of numbers to 19. Look for and make use of structure. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Look for and make use of structure. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Look for and make use of structure. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Look for and make use of structure. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine 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. Look for patterns to make and find the parts of numbers to 19. Look for and make use of structure. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Look for and make use of structure. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Look for and make use of structure. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Practice and Problem Solving 10-7: Student Edition Practice Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Look for and make use of structure. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine 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. Look for patterns to make and find the parts of numbers to 19. Look for and make use of structure. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Look for and make use of structure. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Look for and make use of structure. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 10-7: Interactive Additional Practice Step 3: Assess & Differentiate 10-7: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Look for and make use of structure. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine 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. Look for patterns to make and find the parts of numbers to 19. Look for and make use of structure. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Look for and make use of structure. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Look for and make use of structure. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 10-7: Enrichment Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Look for and make use of structure. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine 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. Look for patterns to make and find the parts of numbers to 19. Look for and make use of structure. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Look for and make use of structure. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Look for and make use of structure. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 10-7: Quick Check Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Look for and make use of structure. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine 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. Look for patterns to make and find the parts of numbers to 19. Look for and make use of structure. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Look for and make use of structure. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Look for and make use of structure. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 10-7: Reteach to Build Understanding Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Look for and make use of structure. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine 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. Look for patterns to make and find the parts of numbers to 19. Look for and make use of structure. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Look for and make use of structure. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Look for and make use of structure. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 10-7: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 10-7: Enrichment Game: Fluency - Add and Subtract within 5 10-7: Pick a Project 10-7: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Look for and make use of structure. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine 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. Look for patterns to make and find the parts of numbers to 19. Look for and make use of structure. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Look for and make use of structure. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Look for and make use of structure. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Spanish Resources 10-7: eText del Libro del estudiante 10-7: Repaso diario 10-7: Aprendizaje visual 10-7: Práctica adicional interactiva 10-7: Refuerzo para mejorar la comprensión 10-7: Desarrollar la competencia matemática 10-7: 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 11-2: Center Games 10-1: Visual Learning Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Use drawings and equations to make the numbers 11, 12, and 13. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 10-2: Visual Learning Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Make the numbers 14, 15, and 16. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 10-3: Visual Learning Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Make the numbers 17, 18, and 19. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 10-4: Visual Learning Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 11, 12, and 13 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 10-6: Visual Learning Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 17, 18, and 19 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 10-7: Visual Learning Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Look for and make use of structure. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine 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. Look for patterns to make and find the parts of numbers to 19. Look for and make use of structure. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Look for and make use of structure. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Look for and make use of structure. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Topic 10 Online Assessment Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Look for and make use of structure. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Make the numbers 17, 18, and 19. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Find parts of the numbers 11, 12, and 13 when one part is 10. Find parts of the numbers 17, 18, and 19 when one part is 10. 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. Look for patterns to make and find the parts of numbers to 19. Look for and make use of structure. Look for and make use of structure. Look for and make use of structure. Use drawings and equations to make the numbers 11, 12, and 13. Make the numbers 14, 15, and 16. Topic 10 Spanish Assessments Tema 10: Tarea de rendimento Tema 10: Evaluación Topic 11: Count Numbers to 100 Topic 11: Animated Math Story: Busy, Busy Bee 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 Topic 11: Vocabulary Cards 11-1: Count Using Patterns to 30 Interactive Student Edition: Grade K 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: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Use patterns to count to 30. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Rote count up to 31. Rote count forward from a given number (instead of having to begin at 1). Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Use patterns to count to 30. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Practice and Problem Solving 11-1: Student Edition Practice Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Use patterns to count to 30. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-1: Interactive Practice Buddy 11-1: Interactive Additional Practice Step 3: Assess & Differentiate 11-1: Another Look Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Rote count up to 31. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Use patterns to count to 30. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-1: Enrichment Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Use patterns to count to 30. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-1: Quick Check Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Use patterns to count to 30. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-1: Reteach to Build Understanding Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Rote count up to 31. Rote count forward from a given number (instead of having to begin at 1). Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Use patterns to count to 30. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: Problem-Solving Reading Activity Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Use patterns to count to 30. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-1: Another Look Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Rote count up to 31. Rote count forward from a given number (instead of having to begin at 1). Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Use patterns to count to 30. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 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: Count by Ones and by Tens to 50 Interactive Student Edition: Grade K 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: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Use patterns to count to 50. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Use patterns to count to 50. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Practice and Problem Solving 11-2: Student Edition Practice Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Use patterns to count to 50. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-2: Interactive Practice Buddy 11-2: Interactive Additional Practice Step 3: Assess & Differentiate 11-2: Another Look Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Use patterns to count to 50. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-2: Enrichment Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Use patterns to count to 50. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-2: Quick Check Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Use patterns to count to 50. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-2: Reteach to Build Understanding Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Use patterns to count to 50. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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 11-2: Another Look Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Use patterns to count to 50. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 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: Count by Tens to 100 Interactive Student Edition: Grade K 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: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. English language learners communicate for social and instructional purposes within the school setting. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Skip count by tens to 100. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Skip count by tens to 100. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Practice and Problem Solving 11-3: Student Edition Practice Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Skip count by tens to 100. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-3: Interactive Practice Buddy 11-3: Interactive Additional Practice Step 3: Assess & Differentiate 11-3: Another Look Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Skip count by tens to 100. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-3: Enrichment Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Skip count by tens to 100. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-3: Quick Check Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Skip count by tens to 100. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-3: Reteach to Build Understanding Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Skip count by tens to 100. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 11-3: Enrichment 11-3: Digital Math Tool Activity 11-3: enVision STEM Activity Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Skip count by tens to 100. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-3: Another Look Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Skip count by tens to 100. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 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: Actividad de enVisionSTEM 11-3: Ampliación 11-4: Count by Ones to 100 Interactive Student Edition: Grade K 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: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones beginning from any number less than 100. English language learners communicate for social and instructional purposes within the school setting. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward from any number to 100 by ones. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones beginning from any number less than 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward from any number to 100 by ones. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Rote count up to 100. Practice and Problem Solving 11-4: Student Edition Practice Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones beginning from any number less than 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward from any number to 100 by ones. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-4: Interactive Practice Buddy 11-4: Interactive Additional Practice Step 3: Assess & Differentiate 11-4: Another Look Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones beginning from any number less than 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward from any number to 100 by ones. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Rote count up to 100. 11-4: Enrichment Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones beginning from any number less than 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward from any number to 100 by ones. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-4: Quick Check Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones beginning from any number less than 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward from any number to 100 by ones. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-4: Reteach to Build Understanding Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones beginning from any number less than 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward from any number to 100 by ones. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Rote count up to 100. 11-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 11-4: Enrichment Game: Gem Quest - Add and Subtract Tens and Ones 11-4: enVision STEM Activity Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones beginning from any number less than 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward from any number to 100 by ones. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-4: Another Look Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones beginning from any number less than 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward from any number to 100 by ones. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Rote count up to 100. 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: Actividad de enVisionSTEM 11-4: Ampliación 11-5: Problem Solving: Look For and Use Structure Interactive Student Edition: Grade K 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: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Look for and make use of structure. Count forward by ones beginning from any number less than 100. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). 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. See patterns when I count. Look for and make use of structure. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Look for and make use of structure. Know number names and write and recite the count sequence. Look for and make use of structure. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Look for and make use of structure. Count forward by ones beginning from any number less than 100. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). 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. See patterns when I count. Look for and make use of structure. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Look for and make use of structure. Know number names and write and recite the count sequence. Look for and make use of structure. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Practice and Problem Solving 11-5: Student Edition Practice Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Look for and make use of structure. Count forward by ones beginning from any number less than 100. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). 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. See patterns when I count. Look for and make use of structure. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Look for and make use of structure. Know number names and write and recite the count sequence. Look for and make use of structure. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-5: Interactive Additional Practice Step 3: Assess and Differentiate 11-5: Another Look Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Look for and make use of structure. Count forward by ones beginning from any number less than 100. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). 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. See patterns when I count. Look for and make use of structure. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Look for and make use of structure. Know number names and write and recite the count sequence. Look for and make use of structure. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-5: Enrichment Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Look for and make use of structure. Count forward by ones beginning from any number less than 100. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). 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. See patterns when I count. Look for and make use of structure. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Look for and make use of structure. Know number names and write and recite the count sequence. Look for and make use of structure. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-5: Quick Check Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Look for and make use of structure. Count forward by ones beginning from any number less than 100. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). 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. See patterns when I count. Look for and make use of structure. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Look for and make use of structure. Know number names and write and recite the count sequence. Look for and make use of structure. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-5: Reteach to Build Understanding Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Look for and make use of structure. Count forward by ones beginning from any number less than 100. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). 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. See patterns when I count. Look for and make use of structure. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Look for and make use of structure. Know number names and write and recite the count sequence. Look for and make use of structure. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 11-5: Enrichment Game: Save the Word: Grade K Topics 1–11 11-5: Problem-Solving Reading Activity Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Look for and make use of structure. Count forward by ones beginning from any number less than 100. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). 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. See patterns when I count. Look for and make use of structure. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Look for and make use of structure. Know number names and write and recite the count sequence. Look for and make use of structure. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-5: Another Look Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Look for and make use of structure. Count forward by ones beginning from any number less than 100. Identify and utilize structure and patterns. a) Recognize complex mathematical objects as being composed of more than one simple object. b) Recognize mathematical repetition in order to make generalizations. c) Look for structures to interpret meaning and develop solution strategies. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). 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. See patterns when I count. Look for and make use of structure. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Look for and make use of structure. Know number names and write and recite the count sequence. Look for and make use of structure. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Spanish Resources 11-5: eText del Libro del estudiante 11-5: Repaso diario 11-5: Aprendizaje visual 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: Stack Up Interactive Student Edition: Grade K, Topic 11: 3-Act Math Mathematical Modeling Topic 11: 3-Act Math: Stack Up, Act 1 Topic 11: 3-Act Math: Stack Up, Act 2 Topic 11: 3-Act Math: Stack Up, Act 3 Topic 11: 3-Act Math: Stack Up, Sequel 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 11-2: Visual Learning Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Use patterns to count to 50. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-3: Visual Learning Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Skip count by tens to 100. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-4: Visual Learning Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones beginning from any number less than 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward from any number to 100 by ones. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Rote count up to 100. Game: Gobbling Globs - Tens and Ones Topic 11 Online Assessment Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones beginning from any number less than 100. Count forward by ones and tens to 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward from any number to 100 by ones. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Skip count by tens to 100. Count to 100 by ones and by tens. Use patterns to count to 50. Topic 11 Spanish Assessments Tema 11: Tarea de rendimento Tema 11: Evaluación Topics 1–11: Cumulative/Benchmark Assessments Topics 1–11: Cumulative/Benchmark Assessment 3-5: Another Look Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to the number 10. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 5-2: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Count how many objects are in different categories. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Apply one-to-one correspondence to count the number of objects. Classify objects and count the number of objects in each category. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Sort objects using characteristics such as shape, size, color and thickness. 7-3: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent subtraction as taking away from a whole. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-2: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent addition as adding to a number. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 6-3: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent addition as putting two or more numbers together. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 9-2: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 13, 14, and 15. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 9-5: Another Look Curriculum Standards: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Count forward by ones beginning from any number less than 100. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Count forward from any number to a number within 20. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. 10-6: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 17, 18, and 19 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 10-3: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Make the numbers 17, 18, and 19. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 11-3: Another Look Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Skip count by tens to 100. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-1: Another Look Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Rote count up to 31. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Use patterns to count to 30. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 11-4: Another Look Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones beginning from any number less than 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward from any number to 100 by ones. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Rote count up to 100. 9-1: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count and write the numbers 11 and 12. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 10-2: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Make the numbers 14, 15, and 16. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. 11-7: Center Games Topics 1–11: Online Cumulative/Benchmark Assessment Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Count forward by ones beginning from any number less than 100. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Count to 100 by ones and by tens. Count forward by ones and tens to 100. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to the number 10. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. Count forward from any number to a number within 20. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and write and recite the count sequence. Find a number that is 1 more or 1 less than a given number. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent addition as adding to a number. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Count to 100 by ones and by tens. Use patterns to count to 30. Count to 100 by ones and by tens. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Count how many objects are in different categories. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Classify objects and count the number of objects in each category. Sort objects using characteristics such as shape, size, color and thickness. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Make the numbers 14, 15, and 16. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Use place value to compose and decompose numbers within 19. Make the numbers 17, 18, and 19. Find parts of the numbers 17, 18, and 19 when one part is 10. Count forward from any number to 100 by ones. Skip count by tens to 100. Represent addition as putting two or more numbers together. Count and write the numbers 13, 14, and 15. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent subtraction as taking away from a whole. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Count and write the numbers 11 and 12. Topic 12: Identify and Describe Shapes Topic 12: Animated Math Story: Shape Hop 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: Two-Dimensional (2-D) and Three-Dimensional (3-D) Shapes Interactive Student Edition: Grade K 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: Count to 100 by ones and by tens. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Classify shapes as two-dimensional/flat or three-dimensional/solid and explain the reasoning used. English language learners communicate for social and instructional purposes within the school setting. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Name shapes as flat or solid. Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Classify objects and count the number of objects in each category. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Count to 100 by ones and by tens. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Classify shapes as two-dimensional/flat or three-dimensional/solid and explain the reasoning used. Identify shapes as two- dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Name shapes as flat or solid. Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Classify objects and count the number of objects in each category. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Identify shapes as two-dimensional (lying flat) or three-dimensional (“solid”). Practice and Problem Solving 12-1: Student Edition Practice Curriculum Standards: Count to 100 by ones and by tens. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Classify shapes as two-dimensional/flat or three-dimensional/solid and explain the reasoning used. Identify shapes as two- dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Name shapes as flat or solid. Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Classify objects and count the number of objects in each category. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-1: Interactive Practice Buddy 12-1: Interactive Additional Practice Step 3: Assess & Differentiate 12-1: Another Look Curriculum Standards: Count to 100 by ones and by tens. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Classify shapes as two-dimensional/flat or three-dimensional/solid and explain the reasoning used. Identify shapes as two- dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Name shapes as flat or solid. Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Classify objects and count the number of objects in each category. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-1: Enrichment Curriculum Standards: Count to 100 by ones and by tens. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Classify shapes as two-dimensional/flat or three-dimensional/solid and explain the reasoning used. Identify shapes as two- dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Name shapes as flat or solid. Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Classify objects and count the number of objects in each category. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-1: Quick Check Curriculum Standards: Count to 100 by ones and by tens. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Classify shapes as two-dimensional/flat or three-dimensional/solid and explain the reasoning used. Identify shapes as two- dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Name shapes as flat or solid. Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Classify objects and count the number of objects in each category. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-1: Reteach to Build Understanding Curriculum Standards: Count to 100 by ones and by tens. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Classify shapes as two-dimensional/flat or three-dimensional/solid and explain the reasoning used. Identify shapes as two- dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Name shapes as flat or solid. Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Classify objects and count the number of objects in each category. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Identify shapes as two-dimensional (lying flat) or three-dimensional (“solid”). 12-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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 5 12-1: Problem-Solving Reading Activity Curriculum Standards: Count to 100 by ones and by tens. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Classify shapes as two-dimensional/flat or three-dimensional/solid and explain the reasoning used. Identify shapes as two- dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Name shapes as flat or solid. Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Classify objects and count the number of objects in each category. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-1: Another Look Curriculum Standards: Count to 100 by ones and by tens. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Classify shapes as two-dimensional/flat or three-dimensional/solid and explain the reasoning used. Identify shapes as two- dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Name shapes as flat or solid. Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Classify objects and count the number of objects in each category. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Identify shapes as two-dimensional (lying flat) or three-dimensional (“solid”). 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: Circles and Triangles Interactive Student Edition: Grade K 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: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). English language learners communicate for social and instructional purposes within the school setting. Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify and describe circles and triangles. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify and describe circles and triangles. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Practice and Problem Solving 12-2: Student Edition Practice Curriculum Standards: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify and describe circles and triangles. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-2: Interactive Practice Buddy 12-2: Interactive Additional Practice Step 3: Assess & Differentiate 12-2: Another Look Curriculum Standards: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify and describe circles and triangles. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-2: Enrichment Curriculum Standards: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify and describe circles and triangles. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-2: Quick Check Curriculum Standards: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify and describe circles and triangles. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-2: Reteach to Build Understanding Curriculum Standards: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify and describe circles and triangles. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 12-2: Enrichment 12-2: Digital Math Tool Activity 12-2: Pick a Project 12-2: Another Look Curriculum Standards: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify and describe circles and triangles. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 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: Squares and Other Rectangles Interactive Student Edition: Grade K 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: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Identify and describe squares and other rectangles. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Recognize two-dimensional shapes (e.g., circle, square, triangle, rectangle), regardless of orientation or size. Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Identify and describe squares and other rectangles. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three- dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Practice and Problem Solving 12-3: Student Edition Practice Curriculum Standards: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Identify and describe squares and other rectangles. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three- dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three- dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-3: Interactive Practice Buddy 12-3: Interactive Additional Practice Step 3: Assess & Differentiate 12-3: Another Look Curriculum Standards: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Identify and describe squares and other rectangles. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three- dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three- dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-3: Enrichment Curriculum Standards: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Identify and describe squares and other rectangles. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three- dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three- dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-3: Quick Check Curriculum Standards: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Identify and describe squares and other rectangles. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three- dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three- dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-3: Reteach to Build Understanding Curriculum Standards: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Recognize two-dimensional shapes (e.g., circle, square, triangle, rectangle), regardless of orientation or size. Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Identify and describe squares and other rectangles. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three- dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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 12-3: Another Look Curriculum Standards: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Recognize two-dimensional shapes (e.g., circle, square, triangle, rectangle), regardless of orientation or size. Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Identify and describe squares and other rectangles. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three- dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 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: Hexagons Interactive Student Edition: Grade K 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: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Describe and identify hexagons. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three- dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Describe and identify hexagons. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Practice and Problem Solving 12-4: Student Edition Practice Curriculum Standards: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Describe and identify hexagons. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-4: Interactive Practice Buddy 12-4: Interactive Additional Practice Step 3: Assess & Differentiate 12-4: Another Look Curriculum Standards: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Describe and identify hexagons. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-4: Enrichment Curriculum Standards: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Describe and identify hexagons. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-4: Quick Check Curriculum Standards: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Describe and identify hexagons. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-4: Reteach to Build Understanding Curriculum Standards: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Describe and identify hexagons. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 12-4: Enrichment Game: Gem Quest - Add and Subtract Tens and Ones 12-4: enVision STEM Activity Curriculum Standards: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Describe and identify hexagons. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-4: Another Look Curriculum Standards: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Describe and identify hexagons. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Spanish Resources 12-4: eText del Libro del estudiante 12-4: Repaso diario 12-4: Aprendizaje visual 12-4: Amigo de práctica interactiva 12-4: Práctica adicional interactiva 12-4: Refuerzo para mejorar la comprensión 12-4: Desarrollar la competencia matemática 12-4: Actividad de enVisionSTEM 12-4: Ampliación 12-5: Solid Figures Interactive Student Edition: Grade K Lesson 12-5 Math Anytime 12-5: Daily Review Topic 12: Today's Challenge Step 1: Problem-Based Learning 12-5: Solve & Share Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Describe and identify solid figures. Correctly name shapes regardless of their orientations or overall size. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three- dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 12-5: Visual Learning Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Describe and identify solid figures. Correctly name shapes regardless of their orientations or overall size. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three- dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Practice and Problem Solving 12-5: Student Edition Practice Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Describe and identify solid figures. Correctly name shapes regardless of their orientations or overall size. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three- dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-5: Interactive Practice Buddy 12-5: Interactive Additional Practice Step 3: Assess & Differentiate 12-5: Another Look Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Describe and identify solid figures. Correctly name shapes regardless of their orientations or overall size. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three- dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-5: Enrichment Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Describe and identify solid figures. Correctly name shapes regardless of their orientations or overall size. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three- dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-5: Quick Check Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Describe and identify solid figures. Correctly name shapes regardless of their orientations or overall size. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three- dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-5: Reteach to Build Understanding Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Describe and identify solid figures. Correctly name shapes regardless of their orientations or overall size. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three- dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 12-5: Enrichment 12-5: Digital Math Tool Activity 12-5: Pick a Project 12-5: Another Look Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Describe and identify solid figures. Correctly name shapes regardless of their orientations or overall size. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three- dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Spanish Resources 12-5: eText del Libro del estudiante 12-5: Repaso diario 12-5: Aprendizaje visual 12-5: Amigo de práctica interactiva 12-5: Práctica adicional interactiva 12-5: Refuerzo para mejorar la comprensión 12-5: Desarrollar la competencia matemática 12-5: Ampliación 12-6: Describe Shapes in the Environment Interactive Student Edition: Grade K Lesson 12-6 Math Anytime 12-6: Daily Review Topic 12: Today's Challenge Step 1: Problem-Based Learning 12-6: Solve & Share Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Describe positions of objects by appropriately using terms including below, above, beside, between, inside, outside, in front of, or behind. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane, “flat”) or three- dimensional (“solid”). Describe shapes in the environment. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Identify and describe two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real- world. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 12-6: Visual Learning Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Describe positions of objects by appropriately using terms including below, above, beside, between, inside, outside, in front of, or behind. Recognize two-dimensional shapes in environment, regardless or orientation or size. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Describe shapes in the environment. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Identify and describe two- and three- dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. Practice and Problem Solving 12-6: Student Edition Practice Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Describe positions of objects by appropriately using terms including below, above, beside, between, inside, outside, in front of, or behind. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two- dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Describe shapes in the environment. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Identify and describe two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. 12-6: Interactive Practice Buddy 12-6: Interactive Additional Practice Step 3: Assess & Differentiate 12-6: Another Look Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Describe positions of objects by appropriately using terms including below, above, beside, between, inside, outside, in front of, or behind. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two- dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Describe shapes in the environment. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Identify and describe two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. 12-6: Enrichment Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Describe positions of objects by appropriately using terms including below, above, beside, between, inside, outside, in front of, or behind. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two- dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Describe shapes in the environment. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Identify and describe two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. 12-6: Quick Check Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Describe positions of objects by appropriately using terms including below, above, beside, between, inside, outside, in front of, or behind. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two- dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Describe shapes in the environment. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Identify and describe two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. 12-6: Reteach to Build Understanding Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Describe positions of objects by appropriately using terms including below, above, beside, between, inside, outside, in front of, or behind. Recognize two-dimensional shapes in environment, regardless or orientation or size. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Describe shapes in the environment. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Identify and describe two- and three- dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. 12-6: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 12-6: Enrichment Game: Gobbling Globs - Tens and Ones 12-6: enVision STEM Activity Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Describe positions of objects by appropriately using terms including below, above, beside, between, inside, outside, in front of, or behind. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two- dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Describe shapes in the environment. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Identify and describe two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. 12-6: Another Look Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Describe positions of objects by appropriately using terms including below, above, beside, between, inside, outside, in front of, or behind. Recognize two-dimensional shapes in environment, regardless or orientation or size. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Describe shapes in the environment. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Identify and describe two- and three- dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. Spanish Resources 12-6: eText del Libro del estudiante 12-6: Repaso diario 12-6: Aprendizaje visual 12-6: Amigo de práctica interactiva 12-6: Práctica adicional interactiva 12-6: Refuerzo para mejorar la comprensión 12-6: Desarrollar la competencia matemática 12-6: Actividad de enVisionSTEM 12-6: Ampliación 12-7: Problem Solving: Precision Interactive Student Edition: Grade K Lesson 12-7 Math Anytime 12-7: Daily Review Topic 12: Today's Challenge Step 1: Problem-Based Learning 12-7: Solve & Share Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Attend to precision. Describe positions of objects by appropriately using terms including below, above, beside, between, inside, outside, in front of, or behind. Communicate mathematically and approach mathematical situations with precision. a) Express numerical answers with the degree of precision appropriate for the context of a situation. b) Represent numbers in an appropriate form according to the context of the situation. c) Use appropriate and precise mathematical language. d) Use appropriate units, scales, and labels. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. 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. Describe positions of shapes in the environment. Attend to precision. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Attend to precision. Identify and describe two- and three- dimensional shapes. Attend to precision. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use words to compare objects according to length, size, weight and position. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 12-7: Visual Learning Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Attend to precision. Describe positions of objects by appropriately using terms including below, above, beside, between, inside, outside, in front of, or behind. Communicate mathematically and approach mathematical situations with precision. a) Express numerical answers with the degree of precision appropriate for the context of a situation. b) Represent numbers in an appropriate form according to the context of the situation. c) Use appropriate and precise mathematical language. d) Use appropriate units, scales, and labels. Use spatial language (e.g., above, below, etc.) to describe three-dimensional shapes. Use spatial language (e.g., above, below) to describe two-dimensional shapes. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. 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. Describe positions of shapes in the environment. Attend to precision. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Attend to precision. Identify and describe two- and three- dimensional shapes. Attend to precision. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use words to compare objects according to length, size, weight and position. Practice and Problem Solving 12-7: Student Edition Practice Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Attend to precision. Describe positions of objects by appropriately using terms including below, above, beside, between, inside, outside, in front of, or behind. Communicate mathematically and approach mathematical situations with precision. a) Express numerical answers with the degree of precision appropriate for the context of a situation. b) Represent numbers in an appropriate form according to the context of the situation. c) Use appropriate and precise mathematical language. d) Use appropriate units, scales, and labels. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. 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. Describe positions of shapes in the environment. Attend to precision. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Attend to precision. Identify and describe two- and three-dimensional shapes. Attend to precision. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use words to compare objects according to length, size, weight and position. 12-7: Interactive Additional Practice Step 3: Assess & Differentiate 12-7: Another Look Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Attend to precision. Describe positions of objects by appropriately using terms including below, above, beside, between, inside, outside, in front of, or behind. Communicate mathematically and approach mathematical situations with precision. a) Express numerical answers with the degree of precision appropriate for the context of a situation. b) Represent numbers in an appropriate form according to the context of the situation. c) Use appropriate and precise mathematical language. d) Use appropriate units, scales, and labels. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. 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. Describe positions of shapes in the environment. Attend to precision. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Attend to precision. Identify and describe two- and three-dimensional shapes. Attend to precision. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use words to compare objects according to length, size, weight and position. 12-7: Enrichment Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Attend to precision. Describe positions of objects by appropriately using terms including below, above, beside, between, inside, outside, in front of, or behind. Communicate mathematically and approach mathematical situations with precision. a) Express numerical answers with the degree of precision appropriate for the context of a situation. b) Represent numbers in an appropriate form according to the context of the situation. c) Use appropriate and precise mathematical language. d) Use appropriate units, scales, and labels. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. 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. Describe positions of shapes in the environment. Attend to precision. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Attend to precision. Identify and describe two- and three-dimensional shapes. Attend to precision. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use words to compare objects according to length, size, weight and position. 12-7: Quick Check Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Attend to precision. Describe positions of objects by appropriately using terms including below, above, beside, between, inside, outside, in front of, or behind. Communicate mathematically and approach mathematical situations with precision. a) Express numerical answers with the degree of precision appropriate for the context of a situation. b) Represent numbers in an appropriate form according to the context of the situation. c) Use appropriate and precise mathematical language. d) Use appropriate units, scales, and labels. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. 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. Describe positions of shapes in the environment. Attend to precision. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Attend to precision. Identify and describe two- and three-dimensional shapes. Attend to precision. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use words to compare objects according to length, size, weight and position. 12-7: Reteach to Build Understanding Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Attend to precision. Describe positions of objects by appropriately using terms including below, above, beside, between, inside, outside, in front of, or behind. Communicate mathematically and approach mathematical situations with precision. a) Express numerical answers with the degree of precision appropriate for the context of a situation. b) Represent numbers in an appropriate form according to the context of the situation. c) Use appropriate and precise mathematical language. d) Use appropriate units, scales, and labels. Use spatial language (e.g., above, below, etc.) to describe three-dimensional shapes. Use spatial language (e.g., above, below) to describe two-dimensional shapes. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. 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. Describe positions of shapes in the environment. Attend to precision. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Attend to precision. Identify and describe two- and three- dimensional shapes. Attend to precision. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use words to compare objects according to length, size, weight and position. 12-7: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 12-7: Enrichment Game: Save the Word: Grade K Topics 1–11 12-7: Problem-Solving Reading Activity Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Attend to precision. Describe positions of objects by appropriately using terms including below, above, beside, between, inside, outside, in front of, or behind. Communicate mathematically and approach mathematical situations with precision. a) Express numerical answers with the degree of precision appropriate for the context of a situation. b) Represent numbers in an appropriate form according to the context of the situation. c) Use appropriate and precise mathematical language. d) Use appropriate units, scales, and labels. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. 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. Describe positions of shapes in the environment. Attend to precision. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Attend to precision. Identify and describe two- and three-dimensional shapes. Attend to precision. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use words to compare objects according to length, size, weight and position. 12-7: Another Look Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Attend to precision. Describe positions of objects by appropriately using terms including below, above, beside, between, inside, outside, in front of, or behind. Communicate mathematically and approach mathematical situations with precision. a) Express numerical answers with the degree of precision appropriate for the context of a situation. b) Represent numbers in an appropriate form according to the context of the situation. c) Use appropriate and precise mathematical language. d) Use appropriate units, scales, and labels. Use spatial language (e.g., above, below, etc.) to describe three-dimensional shapes. Use spatial language (e.g., above, below) to describe two-dimensional shapes. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. 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. Describe positions of shapes in the environment. Attend to precision. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Attend to precision. Identify and describe two- and three- dimensional shapes. Attend to precision. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use words to compare objects according to length, size, weight and position. Spanish Resources 12-7: eText del Libro del estudiante 12-7: Repaso diario 12-7: Aprendizaje visual 12-7: Práctica adicional interactiva 12-7: Refuerzo para mejorar la comprensión 12-7: Desarrollar la competencia matemática 12-7: 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 Topic 12: Center Games 12-1: Visual Learning Curriculum Standards: Count to 100 by ones and by tens. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Identify shapes as two- dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Classify shapes as two- dimensional/flat or three-dimensional/solid and explain the reasoning used. Identify shapes as two- dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Name shapes as flat or solid. Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Classify objects and count the number of objects in each category. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-2: Visual Learning Curriculum Standards: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify and describe circles and triangles. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-3: Visual Learning Curriculum Standards: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Identify and describe squares and other rectangles. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three- dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three- dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-4: Visual Learning Curriculum Standards: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Describe and identify hexagons. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-5: Visual Learning Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Describe and identify solid figures. Correctly name shapes regardless of their orientations or overall size. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three- dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-6: Visual Learning Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two- dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Describe positions of objects by appropriately using terms including below, above, beside, between, inside, outside, in front of, or behind. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Describe shapes in the environment. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Identify and describe two- and three- dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. Topic 12 Online Assessment Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Identify shapes as two- dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Describe positions of objects by appropriately using terms including below, above, beside, between, inside, outside, in front of, or behind. Count to 100 by ones and by tens. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Classify shapes as two-dimensional/flat or three-dimensional/solid and explain the reasoning used. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Describe and identify solid figures. Correctly name shapes regardless of their orientations or overall size. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Describe shapes in the environment. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Use basic shapes and spatial reasoning to model objects in the real-world. Count to 100 by ones and by tens. Identify and describe squares and other rectangles. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Describe and identify hexagons. Name shapes as flat or solid. Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). Classify objects and count the number of objects in each category. Identify and describe circles and triangles. Topic 12 Spanish Assessments Tema 12: Tarea de rendimento Tema 12: Evaluación Topic 13: Analyze, Compare, and Create Shapes Topic 13: Animated Math Story: Lin's Messy Room 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: Analyze and Compare Two-Dimensional (2-D) Shapes Interactive Student Edition: Grade K 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: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 2-D shapes. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Apply the concept of magnitude to compare numbers and quantities. Analyze, compare, create, and compose two- and three-dimensional shapes. Compare and order whole numbers, with and without objects, from 0 to 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 2-D shapes. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Apply the concept of magnitude to compare numbers and quantities. Analyze, compare, create, and compose two- and three-dimensional shapes. Compare and order whole numbers, with and without objects, from 0 to 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Practice and Problem Solving 13-1: Student Edition Practice Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 2-D shapes. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Apply the concept of magnitude to compare numbers and quantities. Analyze, compare, create, and compose two- and three-dimensional shapes. Compare and order whole numbers, with and without objects, from 0 to 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 13-1: Interactive Practice Buddy 13-1: Interactive Additional Practice Step 3: Assess & Differentiate 13-1: Another Look Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 2-D shapes. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Apply the concept of magnitude to compare numbers and quantities. Analyze, compare, create, and compose two- and three-dimensional shapes. Compare and order whole numbers, with and without objects, from 0 to 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 13-1: Enrichment Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 2-D shapes. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Apply the concept of magnitude to compare numbers and quantities. Analyze, compare, create, and compose two- and three-dimensional shapes. Compare and order whole numbers, with and without objects, from 0 to 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 13-1: Quick Check Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 2-D shapes. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Apply the concept of magnitude to compare numbers and quantities. Analyze, compare, create, and compose two- and three-dimensional shapes. Compare and order whole numbers, with and without objects, from 0 to 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 13-1: Reteach to Build Understanding Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 2-D shapes. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Apply the concept of magnitude to compare numbers and quantities. Analyze, compare, create, and compose two- and three-dimensional shapes. Compare and order whole numbers, with and without objects, from 0 to 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 13-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: enVision STEM Activity Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 2-D shapes. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Apply the concept of magnitude to compare numbers and quantities. Analyze, compare, create, and compose two- and three-dimensional shapes. Compare and order whole numbers, with and without objects, from 0 to 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 13-1: Another Look Curriculum Standards: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 2-D shapes. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Apply the concept of magnitude to compare numbers and quantities. Analyze, compare, create, and compose two- and three-dimensional shapes. Compare and order whole numbers, with and without objects, from 0 to 20. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 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: Actividad de enVisionSTEM 13-1: Ampliación 13-2: Analyze and Compare Three-Dimensional (3-D) Shapes Interactive Student Edition: Grade K 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 answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 3-D shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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 answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 3-D shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. Practice and Problem Solving 13-2: Student Edition Practice Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 3-D shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. 13-2: Interactive Practice Buddy 13-2: Interactive Additional Practice Step 3: Assess & Differentiate 13-2: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 3-D shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. 13-2: Enrichment Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 3-D shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. 13-2: Quick Check Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 3-D shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. 13-2: Reteach to Build Understanding Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 3-D shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. 13-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: enVision STEM Activity Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 3-D shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. 13-2: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 3-D shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. 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: Actividad de enVisionSTEM 13-2: Ampliación 13-3: Compare 2-D and 3-D Shapes Interactive Student Edition: Grade K 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: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 2-D and 3-D shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Extend the concepts of putting together and taking apart to add and subtract within 10. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three- dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 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: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 2-D and 3-D shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Extend the concepts of putting together and taking apart to add and subtract within 10. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Practice and Problem Solving 13-3: Student Edition Practice Curriculum Standards: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 2-D and 3-D shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Extend the concepts of putting together and taking apart to add and subtract within 10. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 13-3: Interactive Practice Buddy 13-3: Interactive Additional Practice Step 3: Assess & Differentiate 13-3: Another Look Curriculum Standards: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 2-D and 3-D shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Extend the concepts of putting together and taking apart to add and subtract within 10. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 13-3: Enrichment Curriculum Standards: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 2-D and 3-D shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Extend the concepts of putting together and taking apart to add and subtract within 10. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 13-3: Quick Check Curriculum Standards: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 2-D and 3-D shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Extend the concepts of putting together and taking apart to add and subtract within 10. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 13-3: Reteach to Build Understanding Curriculum Standards: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 2-D and 3-D shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Extend the concepts of putting together and taking apart to add and subtract within 10. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 13-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 2-D and 3-D shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Extend the concepts of putting together and taking apart to add and subtract within 10. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 13-3: Another Look Curriculum Standards: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 2-D and 3-D shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Extend the concepts of putting together and taking apart to add and subtract within 10. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 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: Problem Solving: Make Sense and Persevere Interactive Student Edition: Grade K 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: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Make sense of problems and persevere in solving them. Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Make sense of problems and persevere in solving them. a) Relate a problem to prior knowledge. b) Recognize there may be multiple entry points to a problem and more than one path to a solution. c) Analyze what is given, what is not given, what is being asked, and what strategies are needed, and make an initial attempt to solve a problem. d) Evaluate the success of an approach to solve a problem and refine it if necessary. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Identify shapes as two- dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). 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 problems about shapes. Make sense of problems and persevere in solving them. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Make sense of problems and persevere in solving them. Extend the concepts of putting together and taking apart to add and subtract within 10. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Make sense of problems and persevere in solving them. Recognize basic two- and three- dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Make sense of problems and persevere in solving them. Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Make sense of problems and persevere in solving them. a) Relate a problem to prior knowledge. b) Recognize there may be multiple entry points to a problem and more than one path to a solution. c) Analyze what is given, what is not given, what is being asked, and what strategies are needed, and make an initial attempt to solve a problem. d) Evaluate the success of an approach to solve a problem and refine it if necessary. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Identify shapes as two-dimensional (lying in a plane, “flat”) or three- dimensional (“solid”). Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). 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 problems about shapes. Make sense of problems and persevere in solving them. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Make sense of problems and persevere in solving them. Extend the concepts of putting together and taking apart to add and subtract within 10. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Make sense of problems and persevere in solving them. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Practice and Problem Solving 13-4: Student Edition Practice Curriculum Standards: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Make sense of problems and persevere in solving them. Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Make sense of problems and persevere in solving them. a) Relate a problem to prior knowledge. b) Recognize there may be multiple entry points to a problem and more than one path to a solution. c) Analyze what is given, what is not given, what is being asked, and what strategies are needed, and make an initial attempt to solve a problem. d) Evaluate the success of an approach to solve a problem and refine it if necessary. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Identify shapes as two-dimensional (lying in a plane, “flat”) or three- dimensional (“solid”). Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). 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 problems about shapes. Make sense of problems and persevere in solving them. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Make sense of problems and persevere in solving them. Extend the concepts of putting together and taking apart to add and subtract within 10. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Make sense of problems and persevere in solving them. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 13-4: Interactive Additional Practice Step 3: Assess & Differentiate 13-4: Another Look Curriculum Standards: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Make sense of problems and persevere in solving them. Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Make sense of problems and persevere in solving them. a) Relate a problem to prior knowledge. b) Recognize there may be multiple entry points to a problem and more than one path to a solution. c) Analyze what is given, what is not given, what is being asked, and what strategies are needed, and make an initial attempt to solve a problem. d) Evaluate the success of an approach to solve a problem and refine it if necessary. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Identify shapes as two-dimensional (lying in a plane, “flat”) or three- dimensional (“solid”). Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). 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 problems about shapes. Make sense of problems and persevere in solving them. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Make sense of problems and persevere in solving them. Extend the concepts of putting together and taking apart to add and subtract within 10. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Make sense of problems and persevere in solving them. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 13-4: Enrichment Curriculum Standards: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Make sense of problems and persevere in solving them. Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Make sense of problems and persevere in solving them. a) Relate a problem to prior knowledge. b) Recognize there may be multiple entry points to a problem and more than one path to a solution. c) Analyze what is given, what is not given, what is being asked, and what strategies are needed, and make an initial attempt to solve a problem. d) Evaluate the success of an approach to solve a problem and refine it if necessary. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Identify shapes as two-dimensional (lying in a plane, “flat”) or three- dimensional (“solid”). Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). 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 problems about shapes. Make sense of problems and persevere in solving them. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Make sense of problems and persevere in solving them. Extend the concepts of putting together and taking apart to add and subtract within 10. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Make sense of problems and persevere in solving them. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 13-4: Quick Check Curriculum Standards: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Make sense of problems and persevere in solving them. Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Make sense of problems and persevere in solving them. a) Relate a problem to prior knowledge. b) Recognize there may be multiple entry points to a problem and more than one path to a solution. c) Analyze what is given, what is not given, what is being asked, and what strategies are needed, and make an initial attempt to solve a problem. d) Evaluate the success of an approach to solve a problem and refine it if necessary. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Identify shapes as two-dimensional (lying in a plane, “flat”) or three- dimensional (“solid”). Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). 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 problems about shapes. Make sense of problems and persevere in solving them. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Make sense of problems and persevere in solving them. Extend the concepts of putting together and taking apart to add and subtract within 10. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Make sense of problems and persevere in solving them. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 13-4: Reteach to Build Understanding Curriculum Standards: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Make sense of problems and persevere in solving them. Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Make sense of problems and persevere in solving them. a) Relate a problem to prior knowledge. b) Recognize there may be multiple entry points to a problem and more than one path to a solution. c) Analyze what is given, what is not given, what is being asked, and what strategies are needed, and make an initial attempt to solve a problem. d) Evaluate the success of an approach to solve a problem and refine it if necessary. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Identify shapes as two-dimensional (lying in a plane, “flat”) or three- dimensional (“solid”). Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). 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 problems about shapes. Make sense of problems and persevere in solving them. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Make sense of problems and persevere in solving them. Extend the concepts of putting together and taking apart to add and subtract within 10. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Make sense of problems and persevere in solving them. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 13-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: Pick a Project 13-4: Another Look Curriculum Standards: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Make sense of problems and persevere in solving them. Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Make sense of problems and persevere in solving them. a) Relate a problem to prior knowledge. b) Recognize there may be multiple entry points to a problem and more than one path to a solution. c) Analyze what is given, what is not given, what is being asked, and what strategies are needed, and make an initial attempt to solve a problem. d) Evaluate the success of an approach to solve a problem and refine it if necessary. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Identify shapes as two-dimensional (lying in a plane, “flat”) or three- dimensional (“solid”). Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). 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 problems about shapes. Make sense of problems and persevere in solving them. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Make sense of problems and persevere in solving them. Extend the concepts of putting together and taking apart to add and subtract within 10. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Make sense of problems and persevere in solving them. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Spanish Resources 13-4: eText del Libro del estudiante 13-4: Repaso diario 13-4: Aprendizaje visual 13-4: Práctica adicional interactiva 13-4: Refuerzo para mejorar la comprensión 13-4: Desarrollar la competencia matemática 13-4: Ampliación 13-5: Make 2-D Shapes from Other 2-D Shapes Interactive Student Edition: Grade K 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Make 2-D shapes using other 2-D shapes. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? Apply one-to-one correspondence to count the number of objects. Identify and describe two- and three- dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use basic shapes and spatial reasoning to model objects in the real-world. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Make 2-D shapes using other 2-D shapes. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? Apply one-to-one correspondence to count the number of objects. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use basic shapes and spatial reasoning to model objects in the real-world. Compose a larger shape from smaller shapes. Practice and Problem Solving 13-5: Student Edition Practice Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Make 2-D shapes using other 2-D shapes. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? Apply one-to-one correspondence to count the number of objects. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use basic shapes and spatial reasoning to model objects in the real-world. 13-5: Interactive Practice Buddy 13-5: Interactive Additional Practice Step 3: Assess & Differentiate 13-5: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Make 2-D shapes using other 2-D shapes. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? Apply one-to-one correspondence to count the number of objects. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use basic shapes and spatial reasoning to model objects in the real-world. 13-5: Enrichment Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Make 2-D shapes using other 2-D shapes. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? Apply one-to-one correspondence to count the number of objects. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use basic shapes and spatial reasoning to model objects in the real-world. 13-5: Quick Check Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Make 2-D shapes using other 2-D shapes. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? Apply one-to-one correspondence to count the number of objects. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use basic shapes and spatial reasoning to model objects in the real-world. 13-5: Reteach to Build Understanding Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Make 2-D shapes using other 2-D shapes. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? Apply one-to-one correspondence to count the number of objects. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use basic shapes and spatial reasoning to model objects in the real-world. Compose a larger shape from smaller shapes. 13-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 13-5: Enrichment 13-5: Digital Math Tool Activity 13-5: Pick a Project 13-5: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Make 2-D shapes using other 2-D shapes. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? Apply one-to-one correspondence to count the number of objects. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use basic shapes and spatial reasoning to model objects in the real-world. Compose a larger shape from smaller shapes. 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: Build 2-D Shapes Interactive Student Edition: Grade K 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Build 2-D shapes that match given attributes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Build 2-D shapes that match given attributes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. Practice and Problem Solving 13-6: Student Edition Practice Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Build 2-D shapes that match given attributes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. 13-6: Interactive Practice Buddy 13-6: Interactive Additional Practice Step 3: Assess & Differentiate 13-6: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Build 2-D shapes that match given attributes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. 13-6: Enrichment Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Build 2-D shapes that match given attributes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. 13-6: Quick Check Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Build 2-D shapes that match given attributes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. 13-6: Reteach to Build Understanding Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Build 2-D shapes that match given attributes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. 13-6: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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 5 13-6: Problem-Solving Reading Activity Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Build 2-D shapes that match given attributes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. 13-6: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Build 2-D shapes that match given attributes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. Spanish Resources 13-6: eText del Libro del estudiante 13-6: Repaso diario 13-6: Aprendizaje visual 13-6: Amigo de práctica interactiva 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: Pieced Together Interactive Student Edition: Grade K, Topic 13: 3-Act Math Mathematical Modeling Topic 13: 3-Act Math: Pieced Together, Act 1 Topic 13: 3-Act Math: Pieced Together, Act 2 Topic 13: 3-Act Math: Pieced Together, Act 3 Topic 13: 3-Act Math: Pieced Together, Sequel 13-7: Build 3-D Shapes Interactive Student Edition: Grade K Lesson 13-7 Math Anytime 13-7: Daily Review Topic 13: Today's Challenge Step 1: Problem-Based Learning 13-7: Solve & Share Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Model shapes in the world by drawing two- dimensional shapes and building three-dimensional shapes. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Use materials to build 3-D shapes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use basic shapes and spatial reasoning to model objects in the real- world. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 13-7: Visual Learning Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Model shapes in the world by drawing two- dimensional shapes and building three-dimensional shapes. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Build three-dimensional shapes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Use materials to build 3-D shapes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use basic shapes and spatial reasoning to model objects in the real-world. Practice and Problem Solving 13-7: Student Edition Practice Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Model shapes in the world by drawing two- dimensional shapes and building three-dimensional shapes. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Use materials to build 3-D shapes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use basic shapes and spatial reasoning to model objects in the real-world. 13-7: Interactive Practice Buddy 13-7: Interactive Additional Practice Step 3: Assess & Differentiate 13-7: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Model shapes in the world by drawing two- dimensional shapes and building three-dimensional shapes. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Use materials to build 3-D shapes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use basic shapes and spatial reasoning to model objects in the real-world. 13-7: Enrichment Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Model shapes in the world by drawing two- dimensional shapes and building three-dimensional shapes. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Use materials to build 3-D shapes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use basic shapes and spatial reasoning to model objects in the real-world. 13-7: Quick Check Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Model shapes in the world by drawing two- dimensional shapes and building three-dimensional shapes. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Use materials to build 3-D shapes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use basic shapes and spatial reasoning to model objects in the real-world. 13-7: Reteach to Build Understanding Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Model shapes in the world by drawing two- dimensional shapes and building three-dimensional shapes. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Build three-dimensional shapes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Use materials to build 3-D shapes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use basic shapes and spatial reasoning to model objects in the real-world. 13-7: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 13-7: Enrichment Game: Save the Word: Grade K Topics 1–11 13-7: Pick a Project 13-7: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Model shapes in the world by drawing two- dimensional shapes and building three-dimensional shapes. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Build three-dimensional shapes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Use materials to build 3-D shapes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use basic shapes and spatial reasoning to model objects in the real-world. Spanish Resources 13-7: eText del Libro del estudiante 13-7: Repaso diario 13-7: Aprendizaje visual 13-7: Amigo de práctica interactiva 13-7: Práctica adicional interactiva 13-7: Refuerzo para mejorar la comprensión 13-7: Desarrollar la competencia matemática 13-7: Ampliación 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: Topic 13 Assessment Practice Interactive Student Edition: Topic 13 Performance Task Topic 13 Performance Task Topic 13 Assessment 13-2: Visual Learning Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 3-D shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. 13-3: Visual Learning Curriculum Standards: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 2-D and 3-D shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Extend the concepts of putting together and taking apart to add and subtract within 10. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 13-5: Visual Learning Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Make 2-D shapes using other 2-D shapes. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? Apply one-to-one correspondence to count the number of objects. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use basic shapes and spatial reasoning to model objects in the real-world. 13-7: Visual Learning Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Model shapes in the world by drawing two- dimensional shapes and building three-dimensional shapes. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Use materials to build 3-D shapes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use basic shapes and spatial reasoning to model objects in the real-world. 13-7: Center Games Topic 13 Online Assessment Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" Draw two- dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three- dimensional shapes (i.e., cone, cube, cylinder, and sphere). Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 3-D shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Use materials to build 3-D shapes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Make 2-D shapes using other 2-D shapes. Identify and describe two- and three-dimensional shapes. Analyze and compare 2-D and 3-D shapes. Extend the concepts of putting together and taking apart to add and subtract within 10. Topic 13 Spanish Assessments Tema 13: Tarea de rendimento Tema 13: Evaluación Topic 14: Describe and Compare Measurable Attributes Topic 14: Animated Math Story: When Bob Shops 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: Describe and Compare by Length and Height Interactive Student Edition: Grade K 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: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by length and height. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Describe objects in terms of measurable attributes (longer, shorted, heavier, lighter, etc.). Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by length and height. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. Compare two objects with a measurable attribute in common to see which object has more/less of the attribute. (length, height, weight). Practice and Problem Solving 14-1: Student Edition Practice Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by length and height. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. 14-1: Interactive Practice Buddy 14-1: Interactive Additional Practice Step 3: Assess & Differentiate 14-1: Another Look Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by length and height. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. 14-1: Enrichment Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by length and height. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. 14-1: Quick Check Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by length and height. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. 14-1: Reteach to Build Understanding Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Describe objects in terms of measurable attributes (longer, shorted, heavier, lighter, etc.). Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by length and height. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. Compare two objects with a measurable attribute in common to see which object has more/less of the attribute. (length, height, weight). 14-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: Problem-Solving Reading Activity Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by length and height. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. 14-1: Another Look Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Describe objects in terms of measurable attributes (longer, shorted, heavier, lighter, etc.). Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by length and height. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. Compare two objects with a measurable attribute in common to see which object has more/less of the attribute. (length, height, weight). 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:Describe and Compare by Capacity Interactive Student Edition: Grade K 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: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by capacity. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by capacity. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. Practice and Problem Solving 14-2: Student Edition Practice Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by capacity. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. 14-2: Interactive Practice Buddy 14-2: Interactive Additional Practice Step 3: Assess & Differentiate 14-2: Another Look Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by capacity. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. 14-2: Enrichment Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by capacity. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. 14-2: Quick Check Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by capacity. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. 14-2: Reteach to Build Understanding Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by capacity. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. 14-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 14-2: Enrichment Game: Fluency - Add and Subtract within 5 14-2: Pick a Project 14-2: Another Look Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by capacity. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. 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: Describe and Compare by Weight Interactive Student Edition: Grade K 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: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. English language learners communicate for social and instructional purposes within the school setting. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by weight. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by weight. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. Practice and Problem Solving 14-3: Student Edition Practice Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by weight. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. 14-3: Interactive Practice Buddy 14-3: Interactive Additional Practice Step 3: Assess & Differentiate 14-3: Another Look Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by weight. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. 14-3: Enrichment Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by weight. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. 14-3: Quick Check Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by weight. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. 14-3: Reteach to Build Understanding Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by weight. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. 14-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 14-3: Enrichment 14-3: Digital Math Tool Activity 14-3: Problem-Solving Reading Activity Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by weight. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. 14-3: Another Look Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by weight. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. 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: Describe Objects by Measurable Attributes Interactive Student Edition: Grade K 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: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Identify measurable attributes (length, weight) of an object. English language learners communicate for social and instructional purposes within the school setting. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Use measurable attributes to describe different objects. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Identify measurable attributes (length, weight) of an object. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Use measurable attributes to describe different objects. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Practice and Problem Solving 14-4: Student Edition Practice Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Identify measurable attributes (length, weight) of an object. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Use measurable attributes to describe different objects. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. 14-4: Interactive Practice Buddy 14-4: Interactive Additional Practice Step 3: Assess & Differentiate 14-4: Another Look Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Identify measurable attributes (length, weight) of an object. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Use measurable attributes to describe different objects. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. 14-4: Enrichment Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Identify measurable attributes (length, weight) of an object. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Use measurable attributes to describe different objects. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. 14-4: Quick Check Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Identify measurable attributes (length, weight) of an object. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Use measurable attributes to describe different objects. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. 14-4: Reteach to Build Understanding Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Identify measurable attributes (length, weight) of an object. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Use measurable attributes to describe different objects. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. 14-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Identify measurable attributes (length, weight) of an object. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Use measurable attributes to describe different objects. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. 14-4: Another Look Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Identify measurable attributes (length, weight) of an object. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Use measurable attributes to describe different objects. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. 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: Actividad de enVisionSTEM 14-4: Ampliación 14-5: Describe and Compare Objects by Measurable Attributes Interactive Student Edition: Grade K 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: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Identify measurable attributes (length, weight) of an object. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single 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 words to describe and compare how an object can be measured. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Identify measurable attributes (length, weight) of an object. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Use words to describe and compare how an object can be measured. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. Express the length of an object as a whole number of lengths of another shorter object. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single 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. Practice and Problem Solving 14-5: Student Edition Practice Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Identify measurable attributes (length, weight) of an object. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Use words to describe and compare how an object can be measured. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single 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. 14-5: Interactive Practice Buddy 14-5: Interactive Additional Practice Step 3: Assess & Differentiate 14-5: Another Look Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Identify measurable attributes (length, weight) of an object. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Use words to describe and compare how an object can be measured. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single 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. 14-5: Enrichment Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Identify measurable attributes (length, weight) of an object. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Use words to describe and compare how an object can be measured. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single 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. 14-5: Quick Check Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Identify measurable attributes (length, weight) of an object. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Use words to describe and compare how an object can be measured. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single 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. 14-5: Reteach to Build Understanding Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Identify measurable attributes (length, weight) of an object. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Use words to describe and compare how an object can be measured. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. Express the length of an object as a whole number of lengths of another shorter object. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single 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. 14-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 14-5: Enrichment Game: Save the Word: Grade K Topics 1–14 14-5: enVision STEM Activity Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Identify measurable attributes (length, weight) of an object. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Use words to describe and compare how an object can be measured. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single 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. 14-5: Another Look Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Identify measurable attributes (length, weight) of an object. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Use words to describe and compare how an object can be measured. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. Express the length of an object as a whole number of lengths of another shorter object. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single 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. 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: Actividad de enVisionSTEM 14-5: Ampliación 14-6: Problem Solving: Precision Interactive Student Edition: Grade K 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: Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Attend to precision. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Communicate mathematically and approach mathematical situations with precision. a) Express numerical answers with the degree of precision appropriate for the context of a situation. b) Represent numbers in an appropriate form according to the context of the situation. c) Use appropriate and precise mathematical language. d) Use appropriate units, scales, and labels. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. 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. Solve math problems about objects with measurable attributes by using precision. Attend to precision. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Attend to precision. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Attend to precision. Order 2 or 3 objects using measurable attributes, such as length and weight. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Attend to precision. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Communicate mathematically and approach mathematical situations with precision. a) Express numerical answers with the degree of precision appropriate for the context of a situation. b) Represent numbers in an appropriate form according to the context of the situation. c) Use appropriate and precise mathematical language. d) Use appropriate units, scales, and labels. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. 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. Solve math problems about objects with measurable attributes by using precision. Attend to precision. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Attend to precision. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Attend to precision. Order 2 or 3 objects using measurable attributes, such as length and weight. Practice and Problem Solving 14-6: Student Edition Practice Curriculum Standards: Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Attend to precision. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Communicate mathematically and approach mathematical situations with precision. a) Express numerical answers with the degree of precision appropriate for the context of a situation. b) Represent numbers in an appropriate form according to the context of the situation. c) Use appropriate and precise mathematical language. d) Use appropriate units, scales, and labels. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. 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. Solve math problems about objects with measurable attributes by using precision. Attend to precision. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Attend to precision. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Attend to precision. Order 2 or 3 objects using measurable attributes, such as length and weight. 14-6: Interactive Additional Practice Step 3: Assess & Differentiate 14-6: Another Look Curriculum Standards: Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Attend to precision. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Communicate mathematically and approach mathematical situations with precision. a) Express numerical answers with the degree of precision appropriate for the context of a situation. b) Represent numbers in an appropriate form according to the context of the situation. c) Use appropriate and precise mathematical language. d) Use appropriate units, scales, and labels. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. 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. Solve math problems about objects with measurable attributes by using precision. Attend to precision. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Attend to precision. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Attend to precision. Order 2 or 3 objects using measurable attributes, such as length and weight. 14-6: Enrichment Curriculum Standards: Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Attend to precision. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Communicate mathematically and approach mathematical situations with precision. a) Express numerical answers with the degree of precision appropriate for the context of a situation. b) Represent numbers in an appropriate form according to the context of the situation. c) Use appropriate and precise mathematical language. d) Use appropriate units, scales, and labels. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. 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. Solve math problems about objects with measurable attributes by using precision. Attend to precision. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Attend to precision. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Attend to precision. Order 2 or 3 objects using measurable attributes, such as length and weight. 14-6: Quick Check Curriculum Standards: Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Attend to precision. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Communicate mathematically and approach mathematical situations with precision. a) Express numerical answers with the degree of precision appropriate for the context of a situation. b) Represent numbers in an appropriate form according to the context of the situation. c) Use appropriate and precise mathematical language. d) Use appropriate units, scales, and labels. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. 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. Solve math problems about objects with measurable attributes by using precision. Attend to precision. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Attend to precision. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Attend to precision. Order 2 or 3 objects using measurable attributes, such as length and weight. 14-6: Reteach to Build Understanding Curriculum Standards: Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Attend to precision. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Communicate mathematically and approach mathematical situations with precision. a) Express numerical answers with the degree of precision appropriate for the context of a situation. b) Represent numbers in an appropriate form according to the context of the situation. c) Use appropriate and precise mathematical language. d) Use appropriate units, scales, and labels. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. 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. Solve math problems about objects with measurable attributes by using precision. Attend to precision. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Attend to precision. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Attend to precision. Order 2 or 3 objects using measurable attributes, such as length and weight. 14-6: Build Mathematical Literacy Curriculum Standards: English language learners communicate for social and instructional purposes within the school setting. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 14-6: Enrichment Game: Save the Word: Grade K Topics 1–14 14-6: Pick a Project 14-6: Another Look Curriculum Standards: Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Attend to precision. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Communicate mathematically and approach mathematical situations with precision. a) Express numerical answers with the degree of precision appropriate for the context of a situation. b) Represent numbers in an appropriate form according to the context of the situation. c) Use appropriate and precise mathematical language. d) Use appropriate units, scales, and labels. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. 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. Solve math problems about objects with measurable attributes by using precision. Attend to precision. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Attend to precision. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Attend to precision. Order 2 or 3 objects using measurable attributes, such as length and weight. Spanish Resources 14-6: eText del Libro del estudiante 14-6: Repaso diario 14-6: Aprendizaje visual 14-6: Práctica adicional interactiva 14-6: Refuerzo para mejorar la comprensión 14-6: Desarrollar la competencia matemática 14-6: 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 14-6: Center Games 14-1: Visual Learning Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by length and height. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. 14-2: Visual Learning Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by capacity. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. 14-3: Visual Learning Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by weight. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. 14-4: Visual Learning Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Identify measurable attributes (length, weight) of an object. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Use measurable attributes to describe different objects. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. 14-5: Visual Learning Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Identify measurable attributes (length, weight) of an object. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Use words to describe and compare how an object can be measured. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single 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. Topic 14 Online Assessment Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Identify measurable attributes (length, weight) of an object. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Use words to describe and compare how an object can be measured. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by length and height. Describe and compare objects by capacity. Describe and compare objects by weight. Use measurable attributes to describe different objects. 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. Topic 14 Spanish Assessments Tema 14: Tarea de rendimento Tema 14: Evaluación Topics 1–14: Cumulative/Benchmark Assessments Topics 1–14: Cumulative/Benchmark Assessment 14-6: Center Games 3-3: Another Look Curriculum Standards: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Count the numbers 8 and 9 When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Apply one-to-one correspondence to count the number of objects. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Count, with and without objects, forward and backward to at least 20. 11-3: Another Look Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Skip count by tens to 100. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 6-3: Another Look Curriculum Standards: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent addition as putting two or more numbers together. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Know number names and write and recite the count sequence. Extend the concepts of putting together and taking apart to add and subtract within 10. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. 11-1: Another Look Curriculum Standards: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Rote count up to 31. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Use patterns to count to 30. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. 10-6:Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 17, 18, and 19 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. 12-5: Another Look Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Describe and identify solid figures. Correctly name shapes regardless of their orientations or overall size. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three- dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-3:Another Look Curriculum Standards: Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Count to 100 by ones and by tens. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Identify and describe squares and other rectangles. Correctly name shapes regardless of their orientations or overall size. Know number names and write and recite the count sequence. Identify and describe two- and three- dimensional shapes. Analyze, compare, create, and compose two- and three-dimensional shapes. Count, with and without objects, forward and backward to at least 20. Recognize basic two- and three- dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 12-6: Another Look Curriculum Standards: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two- dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Describe positions of objects by appropriately using terms including below, above, beside, between, inside, outside, in front of, or behind. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Describe shapes in the environment. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Identify and describe two- and three- dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. 13-7: Another Look Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Model shapes in the world by drawing two- dimensional shapes and building three-dimensional shapes. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Use materials to build 3-D shapes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use basic shapes and spatial reasoning to model objects in the real-world. 14-1: Another Look Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by length and height. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. 14-4: Another Look Curriculum Standards: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Identify measurable attributes (length, weight) of an object. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Use measurable attributes to describe different objects. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Topics 1–14: Online Cumulative/Benchmark Assessment Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward by ones and tens to 100. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Identify measurable attributes (length, weight) of an object. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three- dimensional shapes (i.e., cone, cube, cylinder, and sphere). Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Describe positions of objects by appropriately using terms including below, above, beside, between, inside, outside, in front of, or behind. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Find parts of the numbers 17, 18, and 19 when one part is 10. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Apply one-to-one correspondence to count the number of objects. Use place value to compose and decompose numbers within 19. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Skip count by tens to 100. Count to 100 by ones and by tens. Know number names and write and recite the count sequence. Count, with and without objects, forward and backward to at least 20. Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Use measurable attributes to describe different objects. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Represent addition as putting two or more numbers together. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count the numbers 8 and 9 When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Describe and identify solid figures. Correctly name shapes regardless of their orientations or overall size. Identify and describe two- and three-dimensional shapes. Analyze, compare, create, and compose two- and three- dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Describe shapes in the environment. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Use basic shapes and spatial reasoning to model objects in the real-world. Identify and describe squares and other rectangles. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by length and height. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Order 2 or 3 objects using measurable attributes, such as length and weight. Use patterns to count to 30. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Use materials to build 3-D shapes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? Grade K Progress Monitoring Assessments Grade K Progress Monitoring Assessment: Form A Grade K Online Progress Monitoring Assessment: Form A Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Identify measurable attributes (length, weight) of an object. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Compare two written numerals up to 10 using more than, less than or equal to. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Count to 100 by ones and by tens. Count forward by ones beginning from any number less than 100. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Describe positions of objects by appropriately using terms including below, above, beside, between, inside, outside, in front of, or behind. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 3-D shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count and write the numbers 18, 19, and 20. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by weight. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. Use measurable attributes to describe different objects. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single 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 words to describe and compare how an object can be measured. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare groups of numbers by counting. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply the concept of magnitude to compare numbers and quantities. Compare and order whole numbers, with and without objects, from 0 to 20. Compare two numbers. Compare two numbers between 1 and 10 presented as written numerals. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Make the numbers 14, 15, and 16. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Use place value to compose and decompose numbers within 19. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Use counting to compare how many objects are in categories. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Classify objects and count the number of objects in each category. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Solve addition problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Count to 100 by ones and by tens. Count forward from any number to 100 by ones. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Use equations to represent and explain addition. Write an equation to show addition. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Describe and identify solid figures. Correctly name shapes regardless of their orientations or overall size. Identify and describe two- and three-dimensional shapes. Find the difference of two numbers. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Describe shapes in the environment. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Write an equation to show subtraction. Count and write the numbers 13, 14, and 15. Identify and describe squares and other rectangles. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count groups of 4 and 5 objects shown in different ways. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count 4 and 5 objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Grade K Progress Monitoring Assessment: Form B Grade K Online Progress Monitoring Assessment: Form B Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Identify measurable attributes (length, weight) of an object. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Compare two written numerals up to 10 using more than, less than or equal to. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Count to 100 by ones and by tens. Count forward by ones beginning from any number less than 100. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Describe positions of objects by appropriately using terms including below, above, beside, between, inside, outside, in front of, or behind. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 3-D shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count and write the numbers 18, 19, and 20. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by weight. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. Use measurable attributes to describe different objects. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single 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 words to describe and compare how an object can be measured. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare groups of numbers by counting. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply the concept of magnitude to compare numbers and quantities. Compare and order whole numbers, with and without objects, from 0 to 20. Compare two numbers. Compare two numbers between 1 and 10 presented as written numerals. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Make the numbers 14, 15, and 16. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Use place value to compose and decompose numbers within 19. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Use counting to compare how many objects are in categories. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Classify objects and count the number of objects in each category. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Solve addition problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Count to 100 by ones and by tens. Count forward from any number to 100 by ones. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Use equations to represent and explain addition. Write an equation to show addition. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Describe and identify solid figures. Correctly name shapes regardless of their orientations or overall size. Identify and describe two- and three-dimensional shapes. Find the difference of two numbers. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Describe shapes in the environment. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Write an equation to show subtraction. Count and write the numbers 13, 14, and 15. Identify and describe squares and other rectangles. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count groups of 4 and 5 objects shown in different ways. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count 4 and 5 objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Grade K Progress Monitoring Assessment: Form C Grade K Online Progress Monitoring Assessment: Form C Curriculum Standards: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Model shapes in the world by drawing two-dimensional shapes and building three-dimensional shapes. Analyze and compare two- and three dimensional shapes of different sizes and orientations using informal language. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has "more of" "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier. Identify measurable attributes (length, weight) of an object. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. Compare two written numerals up to 10 using more than, less than or equal to. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. Represent addition and subtraction in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem. Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. Count to 100 by ones and by tens. Count forward by ones beginning from any number less than 100. Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, or equations. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Describe positions of objects by appropriately using terms including below, above, beside, between, inside, outside, in front of, or behind. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. the last number said tells the number of objects in the set (cardinality); the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Analyze and compare 3-D shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). Apply one-to-one correspondence to count the number of objects. Analyze, compare, create, and compose two- and three-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Use basic shapes and spatial reasoning to model objects in the real-world. Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count and write the numbers 18, 19, and 20. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Know number names and write and recite the count sequence. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects, forward and backward to at least 20. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare objects by weight. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Describe and compare attributes of length, area, weight, and capacity of everyday objects. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. Use measurable attributes to describe different objects. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single 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 words to describe and compare how an object can be measured. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Compare groups of numbers by counting. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Apply the concept of magnitude to compare numbers and quantities. Compare and order whole numbers, with and without objects, from 0 to 20. Compare two numbers. Compare two numbers between 1 and 10 presented as written numerals. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Make the numbers 14, 15, and 16. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Use place value to compose and decompose numbers within 19. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Use counting to compare how many objects are in categories. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Classify objects and count the number of objects in each category. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Solve addition problems. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Extend the concepts of putting together and taking apart to add and subtract within 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Count to 100 by ones and by tens. Count forward from any number to 100 by ones. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Use equations to represent and explain addition. Write an equation to show addition. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Describe and identify solid figures. Correctly name shapes regardless of their orientations or overall size. Identify and describe two- and three-dimensional shapes. Find the difference of two numbers. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Describe shapes in the environment. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Write an equation to show subtraction. Count and write the numbers 13, 14, and 15. Identify and describe squares and other rectangles. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count groups of 4 and 5 objects shown in different ways. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Count 4 and 5 objects. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Topic 15: Step Up to Grade 1 15-1: Put Together Student's Edition: Grade K Lesson 15-1 Step 1: Problem-Based Learning 15-1: 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. Solve real-world/story problems using addition (as a joining action and as a part-part-whole action) and subtraction (as a separation action, finding parts of the whole, and as a comparison) through 20 with unknowns in all positions. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. 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 in order to seek help, get information, or clarify something that is not understood. 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: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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. Solve real-world/story problems using addition (as a joining action and as a part-part-whole action) and subtraction (as a separation action, finding parts of the whole, and as a comparison) through 20 with unknowns in all positions. 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. 15-1: Convince Me! 15-2: Take From Student's Edition: Grade K Lesson 15-2 Step 1: Problem-Based Learning 15-2: 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. Solve real-world/story problems using addition (as a joining action and as a part-part-whole action) and subtraction (as a separation action, finding parts of the whole, and as a comparison) through 20 with unknowns in all positions. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. 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. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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. Solve real-world/story problems using addition (as a joining action and as a part-part-whole action) and subtraction (as a separation action, finding parts of the whole, and as a comparison) through 20 with unknowns in all positions. 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. 15-2: Convince Me! 15-3: Facts with 5 on a Ten-Frame Student's Edition: Grade K Lesson 15-3 Step 1: Problem-Based Learning 15-3: 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). addition and subtraction through 20; fluency with addition and related subtraction facts through 10. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). addition and subtraction through 20; fluency with addition and related subtraction facts through 10. 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. 15-3: Convince Me! 15-4: Add in Any Order Student's Edition: Grade K Lesson 15-4 Step 1: Problem-Based Learning 15-4: 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.) Apply Commutative and Associative Properties of Addition to find the sum (through 20) of two or three addends. English language learners communicate for social and instructional purposes within the school setting. 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. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 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: 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 Commutative and Associative Properties of Addition to find the sum (through 20) of two or three addends. 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. 15-4: Convince Me! 15-5: Think Addition to Subtract Student's Edition: Grade K Lesson 15-5 Step 1: Problem-Based Learning 15-5: 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. 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. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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 kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 15-5: 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. 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. 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. 15-5: Convince Me! 15-6: Add Three Numbers Student's Edition: Grade K Lesson 15-6 Step 1: Problem-Based Learning 15-6: 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.) Apply Commutative and Associative Properties of Addition to find the sum (through 20) of two or three addends. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 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. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 15-6: 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.) Apply Commutative and Associative Properties of Addition to find the sum (through 20) of two or three addends. 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. 15-6: Convince Me! 15-7: Count by 10s to 120 Student's Edition: Grade K Lesson 15-7 Step 1: Problem-Based Learning 15-7: Solve & Share Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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). read and write in word form numbers zero through nineteen, and multiples of ten through ninety. two-digit numbers can be decomposed in a variety of ways (e.g., 52 can be decomposed as 5 tens and 2 ones or 4 tens and 12 ones, etc.) and record the decomposition as an equation. English language learners communicate for social and instructional purposes within the school setting. 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. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 15-7: Visual Learning Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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). read and write in word form numbers zero through nineteen, and multiples of ten through ninety. two-digit numbers can be decomposed in a variety of ways (e.g., 52 can be decomposed as 5 tens and 2 ones or 4 tens and 12 ones, etc.) and record the decomposition as an equation. 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. 15-7: Convince Me! 15-8: Count by 1s to 120 Student's Edition: Grade K Lesson 15-8 Step 1: Problem-Based Learning 15-8: 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. count forward by ones to 120 starting at any number; 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. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 15-8: 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. count forward by ones to 120 starting at any number; 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. 15-8: Convince Me! 15-9: Tens and Ones Student's Edition: Grade K Lesson 15-9 Step 1: Problem-Based Learning 15-9: 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. ten ones can be thought of as a bundle (group) called a “ten”; the tens digit in a two-digit number represents the number of tens and the ones digit represents the number of ones; English language learners communicate for social and instructional purposes within the school setting. 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. 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. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 15-9: 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. ten ones can be thought of as a bundle (group) called a “ten”; the tens digit in a two-digit number represents the number of tens and the ones digit represents the number of 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. 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. 15-9: Convince Me! 15-10: 1 More, 1 Less; 10 More, 10 Less Student's Edition: Grade K Lesson 15-10 Step 1: Problem-Based Learning 15-10: 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. Determine the number that is 10 more or 10 less than a given number through 99 and explain the reasoning verbally and with multiple representations, including concrete models. English language learners communicate for social and instructional purposes within the school setting. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. 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 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. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 15-10: 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. Determine the number that is 10 more or 10 less than a given number through 99 and explain the reasoning verbally and with multiple representations, including concrete models. 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 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. 15-10: Convince Me! Math Diagnosis and Intervention System Booklet A: Numbers, Place Value, Money, and Patterns in Grades K-3 A1: Zero to Five Curriculum Standards: Rote count up to 10. A2: More and Fewer Curriculum Standards: Identify the set that has more. A3: Six to Ten Curriculum Standards: Identify numerals 1 - 10. Identify the numerals 1-10 when presented with the name of the number. Rote count up to 10. Write or select the numerals 1-10. A4: Ordinal Numbers Through Tenth A5: Spatial Patterns for Numbers to 10 Curriculum Standards: Count up to 10 objects in a line, rectangle, or array. Match the numeral to the number of objects in a set. Rote count up to 10. Identify the number of objects in a line, rectangle, or array. Count up to 10 objects in a line, rectangle, or array. A6: Comparing Numbers Curriculum Standards: Compare two sets and identify the set that is less than the other set, up to 10. Compare two sets and identify the set that is greater than the other set, up to 10. A7: Comparing Numbers to 10 Curriculum Standards: Identify the smaller or larger number given two numbers between 0 and 10. Compare 2 sets and identify if the set is equal to the other set, up to 10. A8: Numbers to 12 A9: Ordering Numbers to 12 with a Number Line A10: 11 to 19 Curriculum Standards: Identify the value of a base ten block and ones block to build representations of 11-15. A11: Number Words to Twenty A12: Numbers to 30 Curriculum Standards: Rote count up to 31. 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 Curriculum Standards: Rote count forward from a given number (instead of having to begin at 1). 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 A26: Number Patterns to 100 A27: 1 More or Less, 10 More or Less A28: Using >, <, and = to Compare Numbers 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 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 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 Curriculum Standards: For any number from 1-4, find the number that makes 5 when added to the given number by using objects or drawings. 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 Curriculum Standards: Count two sets to find sums up to 10. Add to find sums within 5. B4: Joining Stories Curriculum Standards: Solve one-step addition and subtraction word problems, and add and subtract within 10 using objects, drawings, or pictures. Model with objects or communicate which groups of objects model add ___ or take away within 5 objects. B5: Stories about Joining B6: Finding Differences Curriculum Standards: Subtract to find difference within 5. 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 B14: Missing Parts Curriculum Standards: Solve word problems within 10. Use objects to solve word problems related to addition and subtraction that involve unknowns and quantities up to 5. B15: Finding the Missing Part B16: Relating Addition and Subtraction B17: Making 10 on a Ten-Frame B18: Missing Parts of 10 Curriculum Standards: For any number from 1-9, find the number that makes 10 when added to the given number by using objects or drawings. B19: Adding with 0, 1, 2 B20: Adding Doubles B21: Using Doubles to Add B22: Facts with 5 on a Ten-Frame B23: Subtracting with 0, 1, and 2 B24: Using Doubles to Subtract B25: Thinking Addition to 12 to Subtract 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 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 ? 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 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 C8: Adding Two-Digit and One-Digit Numbers C9: Adding with Regrouping C10: Two-Digit Addition C11: Adding Three Numbers C12: Subtracting Tens C13: Finding Parts of 100 C14: Subtracting on a Hundred Chart C15: Subtracting Tens from a Two-Digit Number 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 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 D10: Comparing and Ordering by Capacity D11: Comparing and Ordering by Weight D12: Unit Size and Measuring 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 Curriculum Standards: Use spatial language (e.g., above, below, etc.) to describe three- dimensional shapes. Use spatial language (e.g., above, below) to describe two-dimensional shapes. D29: Shape Curriculum Standards: Recognize two-dimensional shapes in environment, regardless or orientation or size. Recognize two-dimensional shapes (e.g., circle, square, triangle, rectangle), regardless of orientation or size. Identify shapes as two-dimensional (lying flat) or three-dimensional (“solid”). D30: Properties of Plane Shapes D31: Solid Figures Curriculum Standards: Build three-dimensional shapes. D32: Flat Surfaces of Solid Figures D33: Making New Shapes from Shapes Curriculum Standards: Compose a larger shape from smaller 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 Curriculum Standards: Sort objects by characteristics (e.g., big/little, colors, shapes). D45: Reading Picture Graphs D46: Interpreting Graphs D47: Reading Bar Graphs D48: Tallying Results 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 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 Curriculum Standards: Describe objects in terms of measurable attributes (longer, shorted, heavier, lighter, etc.). Express the length of an object as a whole number of lengths of another shorter object. Compare two objects with a measurable attribute in common to see which object has more/less of the attribute. (length, height, weight). 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 K Spanish Assessments Evaluación de conocimientos para el Grado K Temas 1 a 4: Evaluación acumulativa/de referencia Temas 1 a 8: Evaluación acumulativa/de referencia Temas 1 a 11: Evaluación acumulativa/de referencia Temas 1 a 14: 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 K: State-Specific Resources Minnesota Grade K MN-1: One More Than or One Less Than 20 Curriculum Standards: Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. MN-2: Count Backward MN-3: Count and Write Numbers to 30 Curriculum Standards: Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. MN-4: Repeating Patterns with Shapes and Numbers Curriculum Standards: Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. MN-5: Growing Patterns with Shapes and Numbers Curriculum Standards: Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ?, ??, ???. Credits, enVision Mathematics 2020 Grade K Teacher Resources Container Grade K: Teaching Tools (English) Intended Role: Instructor Grade K: Teaching Tools (Spanish) Intended Role: Instructor Grade K: Math Practices Posters (English) Intended Role: Instructor Grade K: Math Practices and Problem Solving Handbook (English) Intended Role: Instructor Grade K: Assessment Sourcebook (English) Intended Role: Instructor Grade K: Assessment Sourcebook (Spanish) Intended Role: Instructor Grade K: Today's Challenge Teacher's Guide Intended Role: Instructor Grade K: Language Support Handbook Intended Role: Instructor Rubric for Student-Written Responses on Assessments (English) Intended Role: Instructor Rubric for Student-Written Responses on Assessments (Spanish) Intended Role: Instructor Parent Letters (English) Intended Role: Instructor Parent Letters (Spanish) Intended Role: Instructor Grade K Offline Teacher Resources Intended Role: Instructor ExamView Download (Windows) Intended Role: Instructor ExamView Download (Mac) Intended Role: Instructor Realize Scout Intended Role: Instructor Getting Started with enVision Mathematics Intended Role: Instructor Teacher's Edition: Grade K Intended Role: Instructor Teacher's Edition Program Overview: Grade K Intended Role: Instructor Step 1: Problem-Based Learning Intended Role: Instructor Step 2A: Visual Learning: Enhanced Direct Instruction Intended Role: Instructor Step 2B: Visual Learning: Practice and Problem Solving Intended Role: Instructor Step 3: Assess and Differentiate Intended Role: Instructor 3-Act Math, Mathematical Modeling Intended Role: Instructor Grade K Readiness Test: Answer Key Intended Role: Instructor Grade K Readiness Test: Editable Worksheet Intended Role: Instructor Grade K Online Readiness Test: Answer Key Intended Role: Instructor Grade K Printable Online Readiness Test Intended Role: Instructor Academic Vocabulary Teacher's Guide Intended Role: Instructor Academic Vocabulary: Agree/Disagree: Notes Intended Role: Instructor Academic Vocabulary: Analyze: Notes Intended Role: Instructor Academic Vocabulary: Appropriate: Notes Intended Role: Instructor Academic Vocabulary: Argument: Notes Intended Role: Instructor Academic Vocabulary: Attention: Notes Intended Role: Instructor Academic Vocabulary: Conclude: Notes Intended Role: Instructor Academic Vocabulary: Connect: Notes Intended Role: Instructor Academic Vocabulary: Consistent: Notes Intended Role: Instructor Academic Vocabulary: Construct: Notes Intended Role: Instructor Academic Vocabulary: Continue: Notes Intended Role: Instructor Academic Vocabulary: Decide: Notes Intended Role: Instructor Academic Vocabulary: Define: Notes Intended Role: Instructor Academic Vocabulary: Describe: Notes Intended Role: Instructor Academic Vocabulary: Develop: Notes Intended Role: Instructor Academic Vocabulary: Directions: Notes Intended Role: Instructor Academic Vocabulary: Discover: Notes Intended Role: Instructor Academic Vocabulary: Examine: Notes Intended Role: Instructor Academic Vocabulary: Explore: Notes Intended Role: Instructor Academic Vocabulary: Extend: Notes Intended Role: Instructor Academic Vocabulary: Identify: Notes Intended Role: Instructor Academic Vocabulary: Include: Notes Intended Role: Instructor Academic Vocabulary: Label: Notes Intended Role: Instructor Academic Vocabulary: Make sense: Notes Intended Role: Instructor Academic Vocabulary: Mental: Notes Intended Role: Instructor Academic Vocabulary: Observe: Notes Intended Role: Instructor Academic Vocabulary: Plan: Notes Intended Role: Instructor Academic Vocabulary: Practice: Notes Intended Role: Instructor Academic Vocabulary: Precise: Notes Intended Role: Instructor Academic Vocabulary: Reason: Notes Intended Role: Instructor Academic Vocabulary: Relate: Notes Intended Role: Instructor Academic Vocabulary: Repeat: Notes Intended Role: Instructor Academic Vocabulary: Represent: Notes Intended Role: Instructor Academic Vocabulary: Result: Notes Intended Role: Instructor Academic Vocabulary: Review: Notes Intended Role: Instructor Academic Vocabulary: Select: Notes Intended Role: Instructor Academic Vocabulary: Solution: Notes Intended Role: Instructor Academic Vocabulary: Solve: Notes Intended Role: Instructor Academic Vocabulary: Strategy: Notes Intended Role: Instructor Academic Vocabulary: Suggestion: Notes Intended Role: Instructor Academic Vocabulary: Value: Notes Intended Role: Instructor Topic 1: Home-School Connection (English) Intended Role: Instructor Topic 1: Home School Connection (Spanish) Intended Role: Instructor Topic 1: Interactive Math Story (English) Intended Role: Instructor Topic 1: Interactive Math Story Master (English) Intended Role: Instructor Topic 1: Interactive Math Story Master: Answer Key (English) Intended Role: Instructor Topic 1: Interactive Math Story (Spanish) Intended Role: Instructor Topic 1: Interactive Math Story Master (Spanish) Intended Role: Instructor Topic 1: Interactive Math Story Master: Answer Key (Spanish) Intended Role: Instructor Topic 1: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 1: Problem-Solving Leveled Reading Mat Intended Role: Instructor Teacher's Edition eText: Grade K Topic 1 Intended Role: Instructor Topic 1: Professional Development Video Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K Lesson 1-1 Intended Role: Instructor 1-1: Listen & Look For Intended Role: Instructor 1-1: Daily Review: Editable Worksheet Intended Role: Instructor 1-1: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-1: Solve & Share Solution Intended Role: Instructor 1-1: Solve & Share Solution Intended Role: Instructor 1-1: Printable Additional Practice Intended Role: Instructor 1-1: Additional Practice: Editable Worksheet Intended Role: Instructor 1-1: Quick Check: Answer Key Intended Role: Instructor 1-1: Printable Quick Check Intended Role: Instructor 1-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-1: 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 Topic 1: Problem-Solving Leveled Reading Mat 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 K Lesson 1-2 Intended Role: Instructor 1-2: Listen & Look For 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 Tema 1: Escoge un proyecto Intended Role: Instructor 1-2: Ampliación: Clave de respuestas Intended Role: Instructor 1-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K Lesson 1-3 Intended Role: Instructor 1-3: Listen & Look For 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 Tema 1: Escoge un proyecto Intended Role: Instructor 1-3: Ampliación: Clave de respuestas Intended Role: Instructor 1-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K Lesson 1-4 Intended Role: Instructor 1-4: Listen & Look For 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 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 Tema 1: Escoge un proyecto Intended Role: Instructor 1-4: Ampliación: Clave de respuestas Intended Role: Instructor 1-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K Lesson 1-5 Intended Role: Instructor 1-5: Listen & Look For 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 Tema 1: Escoge un proyecto Intended Role: Instructor 1-5: Ampliación: Clave de respuestas Intended Role: Instructor 1-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K Lesson 1-6 Intended Role: Instructor 1-6: Listen & Look For 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 Tema 1: Escoge un proyecto Intended Role: Instructor 1-6: Ampliación: Clave de respuestas Intended Role: Instructor 1-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K Lesson 1-7 Intended Role: Instructor 1-7: Listen & Look For 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 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 Tema 1: Escoge un proyecto Intended Role: Instructor 1-7: Ampliación: Clave de respuestas Intended Role: Instructor Topic 1: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade K, Topic 1: 3-Act Math Intended Role: Instructor 1-8: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K Lesson 1-8 Intended Role: Instructor 1-8: Listen & Look For 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 Topic 1: Problem-Solving Leveled Reading Mat 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 K Lesson 1-9 Intended Role: Instructor 1-9: Listen & Look For 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: enVision STEM Activity: Answer Key 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: Actividad de enVisionSTEM: Clave de respuestas Intended Role: Instructor 1-9: Ampliación: Clave de respuestas Intended Role: Instructor 1-10: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K Lesson 1-10 Intended Role: Instructor 1-10: Listen & Look For Intended Role: Instructor 1-10: Daily Review: Editable Worksheet Intended Role: Instructor 1-10: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-10: Solve & Share Solution Intended Role: Instructor 1-10: Solve & Share Solution Intended Role: Instructor 1-10: Printable Additional Practice Intended Role: Instructor 1-10: Additional Practice: Editable Worksheet Intended Role: Instructor 1-10: Quick Check: Answer Key Intended Role: Instructor 1-10: Printable Quick Check Intended Role: Instructor 1-10: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-10: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-10: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-10: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-10: Enrichment: Answer Key Intended Role: Instructor 1-10: Enrichment: Editable Worksheet Intended Role: Instructor 1-10: enVision STEM Activity: Answer Key Intended Role: Instructor 1-10: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-10: Repaso diario: Clave de respuestas Intended Role: Instructor 1-10: Práctica adicional Intended Role: Instructor 1-10: Práctica adicional: Clave de respuestas Intended Role: Instructor 1-10: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 1-10: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 1-10: Actividad de enVisionSTEM: Clave de respuestas Intended Role: Instructor 1-10: 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 Topic 1 Online Assessment: Printable 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 (English) Intended Role: Instructor Topic 2: Home School Connection (Spanish) Intended Role: Instructor Topic 2: Interactive Math Story (English) Intended Role: Instructor Topic 2: Interactive Math Story Master (English) Intended Role: Instructor Topic 2: Interactive Math Story Master: Answer Key (English) Intended Role: Instructor Topic 2: Interactive Math Story (Spanish) Intended Role: Instructor Topic 2: Interactive Math Story Master (Spanish) Intended Role: Instructor Topic 2: Interactive Math Story Master: Answer Key (Spanish) Intended Role: Instructor Topic 2: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 2: Problem-Solving Leveled Reading Mat Intended Role: Instructor Teacher's Edition eText: Grade K 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 K Lesson 2-1 Intended Role: Instructor 2-1: Listen & Look For 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: enVision STEM Activity: Answer Key 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: Actividad de enVisionSTEM: 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 K Lesson 2-2 Intended Role: Instructor 2-2: Listen & Look For 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 Tema 2: Escoge un proyecto Intended Role: Instructor 2-2: Ampliación: Clave de respuestas Intended Role: Instructor 2-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K 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 Topic 2: Problem-Solving Leveled Reading Mat 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 K Lesson 2-4 Intended Role: Instructor 2-4: Listen & Look For 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: enVision STEM Activity: Answer Key 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: Actividad de enVisionSTEM: 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 K 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 Topic 2: Problem-Solving Leveled Reading Mat 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 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 Topic 2 Online Assessment: Printable 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 (English) Intended Role: Instructor Topic 3: Home School Connection (Spanish) Intended Role: Instructor Topic 3: Interactive Math Story (English) Intended Role: Instructor Topic 3: Interactive Math Story Master (English) Intended Role: Instructor Topic 3: Interactive Math Story Master: Answer Key (English) Intended Role: Instructor Topic 3: Interactive Math Story (Spanish) Intended Role: Instructor Topic 3: Interactive Math Story Master (Spanish) Intended Role: Instructor Topic 3: Interactive Math Story Master: Answer Key (Spanish) Intended Role: Instructor Topic 3: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 3: Problem-Solving Leveled Reading Mat Intended Role: Instructor Teacher's Edition eText: Grade K 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 K 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 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 Tema 3: Escoge un proyecto Intended Role: Instructor 3-1: Ampliación: Clave de respuestas Intended Role: Instructor 3-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K 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 Topic 3: Problem-Solving Leveled Reading Mat 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 K Lesson 3-3 Intended Role: Instructor 3-3: Listen & Look For 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 Tema 3: Escoge un proyecto Intended Role: Instructor 3-3: Ampliación: Clave de respuestas Intended Role: Instructor 3-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K 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: enVision STEM Activity: Answer Key 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: Actividad de enVisionSTEM: Clave de respuestas Intended Role: Instructor 3-4: Ampliación: Clave de respuestas Intended Role: Instructor Topic 3: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade K, Topic 3: 3-Act Math Intended Role: Instructor 3-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K Lesson 3-5 Intended Role: Instructor 3-5: Listen & Look 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 Tema 3: Escoge un proyecto Intended Role: Instructor 3-5: Ampliación: Clave de respuestas Intended Role: Instructor 3-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K 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: enVision STEM Activity: Answer Key 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: Actividad de enVisionSTEM: 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 K Lesson 3-7 Intended Role: Instructor 3-7: Listen & Look For 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 Topic 3: Problem-Solving Leveled Reading Mat 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 3-8: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K 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 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 Tema 3: Escoge un proyecto Intended Role: Instructor 3-8: 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 Topic 3 Online Assessment: Printable 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 (English) Intended Role: Instructor Topic 4: Home School Connection (Spanish) Intended Role: Instructor Topic 4: Interactive Math Story (English) Intended Role: Instructor Topic 4: Interactive Math Story Master (English) Intended Role: Instructor Topic 4: Interactive Math Story Master: Answer Key (English) Intended Role: Instructor Topic 4: Interactive Math Story (Spanish) Intended Role: Instructor Topic 4: Interactive Math Story Master (Spanish) Intended Role: Instructor Topic 4: Interactive Math Story Master: Answer Key (Spanish) Intended Role: Instructor Topic 4: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 4: Problem-Solving Leveled Reading Mat Intended Role: Instructor Teacher's Edition eText: Grade K 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 K Lesson 4-1 Intended Role: Instructor 4-1: Listen & Look For 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 Topic 4: Problem-Solving Leveled Reading Mat 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 K Lesson 4-2 Intended Role: Instructor 4-2: Listen & Look For 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 K Lesson 4-3 Intended Role: Instructor 4-3: Listen & Look For 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: enVision STEM Activity: Answer Key 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: Actividad de enVisionSTEM: 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 K 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 Tema 4: Escoge un proyecto Intended Role: Instructor 4-4: Ampliación: Clave de respuestas Intended Role: Instructor 4-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K 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: enVision STEM Activity: Answer Key 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: Actividad de enVisionSTEM: Clave de respuestas Intended Role: Instructor 4-5: 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 Topic 4 Online Assessment: Printable 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 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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 K 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 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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 K 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 5-3: enVision STEM Activity: Answer Key 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 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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 Tema 5: Escoge un proyecto Intended Role: Instructor 5-4: 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 Topic 5 Online Assessment: Printable 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 (English) Intended Role: Instructor Topic 6: Home School Connection (Spanish) Intended Role: Instructor Topic 6: Interactive Math Story (English) Intended Role: Instructor Topic 6: Interactive Math Story Master (English) Intended Role: Instructor Topic 6: Interactive Math Story Master: Answer Key (English) Intended Role: Instructor Topic 6: Interactive Math Story (Spanish) Intended Role: Instructor Topic 6: Interactive Math Story Master (Spanish) Intended Role: Instructor Topic 6: Interactive Math Story Master: Answer Key (Spanish) Intended Role: Instructor Topic 6: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 6: Problem-Solving Leveled Reading Mat Intended Role: Instructor Teacher's Edition eText: Grade K 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 K 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 6-1: enVision STEM Activity: Answer Key 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: Actividad de enVisionSTEM: 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 K 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 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 Tema 6: Escoge un proyecto Intended Role: Instructor 6-2: Ampliación: Clave de respuestas Intended Role: Instructor 6-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K 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 Topic 6: Problem-Solving Leveled Reading Mat 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 K 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 Tema 6: Escoge un proyecto Intended Role: Instructor 6-4: Ampliación: Clave de respuestas Intended Role: Instructor 6-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K Lesson 6-5 Intended Role: Instructor 6-5: Listen & Look 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: enVision STEM Activity: Answer Key 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: Actividad de enVisionSTEM: Clave de respuestas Intended Role: Instructor 6-5: Ampliación: Clave de respuestas Intended Role: Instructor 6-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K Lesson 6-6 Intended Role: Instructor 6-6: Listen & Look For Intended Role: Instructor 6-6: Daily Review: Editable Worksheet Intended Role: Instructor 6-6: Daily Review: Answer Key Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-6: Solve & Share Solution Intended Role: Instructor 6-6: Solve & Share Solution Intended Role: Instructor 6-6: Printable Additional Practice Intended Role: Instructor 6-6: Additional Practice: Editable Worksheet Intended Role: Instructor 6-6: Quick Check: Answer Key Intended Role: Instructor 6-6: Printable Quick Check Intended Role: Instructor 6-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 6-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 6-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 6-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 6-6: Enrichment: Answer Key Intended Role: Instructor 6-6: Enrichment: Editable Worksheet Intended Role: Instructor Topic 6: Problem-Solving Leveled Reading Mat Intended Role: Instructor 6-6: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 6-6: Repaso diario: Clave de respuestas Intended Role: Instructor 6-6: Práctica adicional Intended Role: Instructor 6-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 6-6: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 6-6: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 6-6: Ampliación: Clave de respuestas Intended Role: Instructor 6-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K Lesson 6-7 Intended Role: Instructor 6-7: Listen & Look For Intended Role: Instructor 6-7: Daily Review: Editable Worksheet Intended Role: Instructor 6-7: Daily Review: Answer Key Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-7: Solve & Share Solution Intended Role: Instructor 6-7: Solve & Share Solution Intended Role: Instructor 6-7: Printable Additional Practice Intended Role: Instructor 6-7: Additional Practice: Editable Worksheet Intended Role: Instructor 6-7: Quick Check: Answer Key Intended Role: Instructor 6-7: Printable Quick Check Intended Role: Instructor 6-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 6-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 6-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 6-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 6-7: Enrichment: Answer Key Intended Role: Instructor 6-7: Enrichment: Editable Worksheet Intended Role: Instructor 6-7: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 6-7: Repaso diario: Clave de respuestas Intended Role: Instructor 6-7: Práctica adicional Intended Role: Instructor 6-7: Práctica adicional: Clave de respuestas Intended Role: Instructor 6-7: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 6-7: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor Tema 6: Escoge un proyecto Intended Role: Instructor 6-7: Ampliación: Clave de respuestas Intended Role: Instructor 6-8: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K Lesson 6-8 Intended Role: Instructor 6-8: Listen & Look For Intended Role: Instructor 6-8: Daily Review: Editable Worksheet Intended Role: Instructor 6-8: Daily Review: Answer Key Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-8: Solve & Share Solution Intended Role: Instructor 6-8: Solve & Share Solution Intended Role: Instructor 6-8: Printable Additional Practice Intended Role: Instructor 6-8: Additional Practice: Editable Worksheet Intended Role: Instructor 6-8: Quick Check: Answer Key Intended Role: Instructor 6-8: Printable Quick Check Intended Role: Instructor 6-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 6-8: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 6-8: Build Mathematical Literacy: Answer Key Intended Role: Instructor 6-8: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 6-8: Enrichment: Answer Key Intended Role: Instructor 6-8: Enrichment: Editable Worksheet Intended Role: Instructor 6-8: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 6-8: Repaso diario: Clave de respuestas Intended Role: Instructor 6-8: Práctica adicional Intended Role: Instructor 6-8: Práctica adicional: Clave de respuestas Intended Role: Instructor 6-8: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 6-8: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor Tema 6: Escoge un proyecto Intended Role: Instructor 6-8: 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 Topic 6 Online Assessment: Printable 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 (English) Intended Role: Instructor Topic 7: Home School Connection (Spanish) Intended Role: Instructor Topic 7: Interactive Math Story (English) Intended Role: Instructor Topic 7: Interactive Math Story Master (English) Intended Role: Instructor Topic 7: Interactive Math Story (Spanish) Intended Role: Instructor Topic 7: Interactive Math Story Master (Spanish) Intended Role: Instructor Topic 7: Interactive Math Story Master: Answer Key (Spanish) Intended Role: Instructor Topic 7: Interactive Math Story Master: Answer Key (English) Intended Role: Instructor Topic 7: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 7: Problem-Solving Leveled Reading Mat Intended Role: Instructor Teacher's Edition eText: Grade K 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 K 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 Tema 7: Escoge un proyecto Intended Role: Instructor 7-1: Ampliación: Clave de respuestas Intended Role: Instructor 7-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K Lesson 7-2 Intended Role: Instructor 7-2: Listen & Look For 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 Topic 7: Problem-Solving Leveled Reading Mat 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 K 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 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 Tema 7: Escoge un proyecto Intended Role: Instructor 7-3: Ampliación: Clave de respuestas Intended Role: Instructor 7-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K 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: enVision STEM Activity: Answer Key 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: Actividad de enVisionSTEM: Clave de respuestas Intended Role: Instructor 7-4: Ampliación: Clave de respuestas Intended Role: Instructor 7-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K 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: enVision STEM Activity: Answer Key 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: Actividad de enVisionSTEM: Clave de respuestas Intended Role: Instructor 7-5: Ampliación: Clave de respuestas Intended Role: Instructor Topic 7: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade K, Topic 7: 3-Act Math Intended Role: Instructor 7-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K 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 Tema 7: Escoge un proyecto Intended Role: Instructor 7-6: Ampliación: Clave de respuestas Intended Role: Instructor 7-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K 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 Topic 7 Online Assessment: Printable 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 (English) Intended Role: Instructor Topic 8: Home School Connection (Spanish) Intended Role: Instructor Topic 8: Interactive Math Story (English) Intended Role: Instructor Topic 8: Interactive Math Story Master (English) Intended Role: Instructor Topic 8: Interactive Math Story Master: Answer Key (English) Intended Role: Instructor Topic 8: Interactive Math Story (Spanish) Intended Role: Instructor Topic 8: Interactive Math Story Master (Spanish) Intended Role: Instructor Topic 8: Interactive Math Story Master: Answer Key (Spanish) 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: Fluency Practice/ Assessment Master: Answer Key (English) Intended Role: Instructor Topic 8: Fluency/Practice Assessment (Spanish) Intended Role: Instructor Topic 8: Fluency/Practice Assessment: Answer Key (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade K Topic 8 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 K 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 8-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 8-1: Enrichment: Answer Key Intended Role: Instructor 8-3: 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 Tema 8: Escoge un proyecto Intended Role: Instructor 8-1: Ampliación: Clave de respuestas Intended Role: Instructor 8-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K Lesson 8-2 Intended Role: Instructor 8-2: Listen & Look For 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: enVision STEM Activity: Answer Key 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: Actividad de enVisionSTEM: 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 K 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 Tema 8: Escoge un proyecto Intended Role: Instructor 8-3: Ampliación: Clave de respuestas Intended Role: Instructor 8-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K 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 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 Tema 8: Escoge un proyecto Intended Role: Instructor 8-4: Ampliación: Clave de respuestas Intended Role: Instructor 8-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K Lesson 8-5 Intended Role: Instructor 8-5: Listen & Look For 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 Topic 8: Problem-Solving Leveled Reading Mat 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 K 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 Tema 8: Escoge un proyecto Intended Role: Instructor 8-6: Ampliación: Clave de respuestas Intended Role: Instructor 8-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K 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 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 Tema 8: Escoge un proyecto Intended Role: Instructor 8-7: Ampliación: Clave de respuestas Intended Role: Instructor 8-8: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K Lesson 8-8 Intended Role: Instructor 8-8: Listen & Look For Intended Role: Instructor 8-8: Daily Review: Editable Worksheet Intended Role: Instructor 8-8: Daily Review: Answer Key Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-8: Solve & Share Solution Intended Role: Instructor 8-8: Solve & Share Solution Intended Role: Instructor 8-8: Printable Additional Practice 8-8: Printable Additional Practice8-8: Printable Additional Practice Intended Role: Instructor 8-8: Additional Practice: Editable Worksheet Intended Role: Instructor 8-8: Quick Check: Answer Key Intended Role: Instructor 8-8: Printable Quick Check Intended Role: Instructor 8-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-8: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 8-8: Build Mathematical Literacy: Answer Key Intended Role: Instructor 8-8: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 8-8: Enrichment: Answer Key Intended Role: Instructor 8-8: Enrichment: Editable Worksheet Intended Role: Instructor Topic 8: Problem-Solving Leveled Reading Mat Intended Role: Instructor 8-8: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 8-8: Repaso diario: Clave de respuestas Intended Role: Instructor 8-8: Práctica adicional Intended Role: Instructor 8-8: Práctica adicional: Clave de respuestas Intended Role: Instructor 8-8: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 8-8: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 8-8: Ampliación: Clave de respuestas Intended Role: Instructor 8-9: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K Lesson 8-9 Intended Role: Instructor 8-9: Listen & Look For Intended Role: Instructor 8-9: Daily Review: Editable Worksheet Intended Role: Instructor 8-9: Daily Review: Answer Key Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-9: Solve & Share Solution Intended Role: Instructor 8-9: Solve & Share Solution Intended Role: Instructor 8-9: Printable Additional Practice Intended Role: Instructor 8-9: Additional Practice: Editable Worksheet Intended Role: Instructor 8-9: Quick Check: Answer Key Intended Role: Instructor 8-9: Printable Quick Check Intended Role: Instructor 8-9: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-9: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 8-9: Build Mathematical Literacy: Answer Key Intended Role: Instructor 8-9: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 8-9: Enrichment: Answer Key Intended Role: Instructor 8-9: Enrichment: Editable Worksheet Intended Role: Instructor 8-9: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 8-9: Repaso diario: Clave de respuestas Intended Role: Instructor 8-9: Práctica adicional Intended Role: Instructor 8-9: Práctica adicional: Clave de respuestas Intended Role: Instructor 8-9: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 8-9: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor Tema 8: Escoge un proyecto Intended Role: Instructor 8-9: Ampliación: Clave de respuestas Intended Role: Instructor 8-10: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K Lesson 8-10 Intended Role: Instructor 8-10: Listen & Look For Intended Role: Instructor 8-10: Daily Review: Editable Worksheet Intended Role: Instructor 8-10: Daily Review: Answer Key Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-10: Solve & Share Solution Intended Role: Instructor 8-10: Solve & Share Solution Intended Role: Instructor 8-10: Printable Additional Practice Intended Role: Instructor 8-10: Additional Practice: Editable Worksheet Intended Role: Instructor 8-10: Quick Check: Answer Key Intended Role: Instructor 8-10: Printable Quick Check Intended Role: Instructor 8-10: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-10: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 8-10: Build Mathematical Literacy: Answer Key Intended Role: Instructor 8-10: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 8-10: Enrichment: Answer Key Intended Role: Instructor 8-10: Enrichment: Editable Worksheet Intended Role: Instructor 8-10: enVision STEM Activity: Answer Key Intended Role: Instructor 8-10: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 8-10: Repaso diario: Clave de respuestas Intended Role: Instructor 8-10: Práctica adicional Intended Role: Instructor 8-10: Práctica adicional: Clave de respuestas Intended Role: Instructor 8-10: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 8-10: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 8-10: Actividad de enVisionSTEM: Clave de respuestas Intended Role: Instructor 8-10: 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 Topic 8 Online Assessment: Printable 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 Topics 1–8: Printable Online Cumulative/Benchmark Assessment Intended Role: Instructor Topic 9: Home-School Connection (English) Intended Role: Instructor Topic 9: Home School Connection (Spanish) Intended Role: Instructor Topic 9: Interactive Math Story (English) Intended Role: Instructor Topic 9: Interactive Math Story Master (English) Intended Role: Instructor Topic 9: Interactive Math Story Master: Answer Key (English) Intended Role: Instructor Topic 9: Interactive Math Story (Spanish) Intended Role: Instructor Topic 9: Interactive Math Story Master (Spanish) Intended Role: Instructor Topic 9: Interactive Math Story Master: Answer Key (Spanish) Intended Role: Instructor Topic 9: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 9: Problem-Solving Leveled Reading Mat Intended Role: Instructor Teacher's Edition eText: Grade K 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 K 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 Tema 9: Escoge un proyecto Intended Role: Instructor 9-1: Ampliación: Clave de respuestas Intended Role: Instructor 9-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K 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 Tema 9: Escoge un proyecto Intended Role: Instructor 9-2: Ampliación: Clave de respuestas Intended Role: Instructor 9-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K 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 9-3: Actividad de enVisionSTEM: Clave de respuestas 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: enVision STEM Activity: Answer Key Intended Role: Instructor 9-3: Ampliación: Clave de respuestas Intended Role: Instructor 9-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K 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 K 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 Tema 9: Escoge un proyecto Intended Role: Instructor 9-5: Ampliación: Clave de respuestas Intended Role: Instructor 9-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K 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: enVision STEM Activity: Answer Key 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: Actividad de enVisionSTEM: Clave de respuestas Intended Role: Instructor 9-6: Ampliación: Clave de respuestas Intended Role: Instructor Topic 9: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade K, Topic 9: 3-Act Math Intended Role: Instructor 9-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K Lesson 9-7 Intended Role: Instructor 9-7: Listen & Look For Intended Role: Instructor 9-7: Daily Review: Editable Worksheet Intended Role: Instructor 9-7: Daily Review: Answer Key Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-7: Solve & Share Solution Intended Role: Instructor 9-7: Solve & Share Solution Intended Role: Instructor 9-7: Printable Additional Practice Intended Role: Instructor 9-7: Additional Practice: Editable Worksheet Intended Role: Instructor 9-7: Quick Check: Answer Key Intended Role: Instructor 9-7: Printable Quick Check Intended Role: Instructor 9-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 9-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 9-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 9-7: Enrichment: Answer Key Intended Role: Instructor 9-7: Enrichment: Editable Worksheet Intended Role: Instructor Topic 9: Problem-Solving Leveled Reading Mat Intended Role: Instructor 9-7: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 9-7: Repaso diario: Clave de respuestas Intended Role: Instructor 9-7: Práctica adicional Intended Role: Instructor 9-7: Práctica adicional: Clave de respuestas Intended Role: Instructor 9-7: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 9-7: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 9-7: 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 Topic 9 Online Assessment: Printable 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 (English) Intended Role: Instructor Topic 10: Home School Connection (Spanish) Intended Role: Instructor Topic 10: Interactive Math Story (English) Intended Role: Instructor Topic 10: Interactive Math Story Master (English) Intended Role: Instructor Topic 10: Interactive Math Story Master: Answer Key (English) Intended Role: Instructor Topic 10: Interactive Math Story (Spanish) Intended Role: Instructor Topic 10: Interactive Math Story Master (Spanish) Intended Role: Instructor Topic 10: Interactive Math Story Master: Answer Key (Spanish) Intended Role: Instructor Topic 10: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 10: Problem-Solving Leveled Reading Mat Intended Role: Instructor Teacher's Edition eText: Grade K 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 K 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: enVision STEM Activity: Answer Key Intended Role: Instructor 10-1: Actividad de enVisionSTEM: Clave de respuestas 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 K 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 K 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 Topic 10: Problem-Solving Leveled Reading Mat 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 K 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 10-4: enVision STEM Activity: Answer Key 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: Actividad de enVisionSTEM: 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 K 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 Tema 10: Escoge un proyecto Intended Role: Instructor 10-5: Ampliación: Clave de respuestas Intended Role: Instructor 10-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K Lesson 10-6 Intended Role: Instructor 10-6: Listen & Look For 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 Tema 10: Escoge un proyecto Intended Role: Instructor 10-6: Ampliación: Clave de respuestas Intended Role: Instructor 10-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K Lesson 10-7 Intended Role: Instructor 10-7: Listen & Look For 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 Tema 10: Escoge un proyecto Intended Role: Instructor 10-7: 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 Topic 10 Online Assessment: Printable 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 (English) Intended Role: Instructor Topic 11: Home School Connection (Spanish) Intended Role: Instructor Topic 11: Interactive Math Story (English) Intended Role: Instructor Topic 11: Interactive Math Story Master (English) Intended Role: Instructor Topic 11: Interactive Math Story Master: Answer Key (English) Intended Role: Instructor Topic 11: Interactive Math Story (Spanish) Intended Role: Instructor Topic 11: Interactive Math Story Master (Spanish) Intended Role: Instructor Topic 11: Interactive Math Story Master: Answer Key (Spanish) Intended Role: Instructor Topic 11: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 11: Problem-Solving Leveled Reading Mat Intended Role: Instructor Teacher's Edition eText: Grade K 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 K 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 Topic 11: Problem-Solving Leveled Reading Mat 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 K Lesson 11-2 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 Tema 11: Escoge un proyecto Intended Role: Instructor 11-2: Ampliación: Clave de respuestas Intended Role: Instructor 11-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K 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: enVision STEM Activity: Answer Key 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: Actividad de enVisionSTEM: 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 K 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 11-4: enVision STEM Activity: Answer Key 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: Actividad de enVisionSTEM: 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 K 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 Topic 11: Problem-Solving Leveled Reading Mat 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 K, Topic 11: 3-Act Math 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 Topic 11 Online Assessment: Printable Intended Role: Instructor Tema 11: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 11: Evaluación: Clave de respuestas Intended Role: Instructor Topics 1–11: Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topics 1–11: Cumulative/Benchmark Assessment: Editable Assessment Intended Role: Instructor Topics 1–11: Online Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topics 1–11: Printable Online Cumulative/Benchmark Assessment Intended Role: Instructor Topic 12: Home-School Connection (English) Intended Role: Instructor Topic 12: Home School Connection (Spanish) Intended Role: Instructor Topic 12: Interactive Math Story (English) Intended Role: Instructor Topic 12: Interactive Math Story Master (English) Intended Role: Instructor Topic 12: Interactive Math Story Master: Answer Key (English) Intended Role: Instructor Topic 12: Interactive Math Story (Spanish) Intended Role: Instructor Topic 12: Interactive Math Story Master (Spanish) Intended Role: Instructor Topic 12: Interactive Math Story Master: Answer Key (Spanish) Intended Role: Instructor Topic 12: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 12: Problem-Solving Leveled Reading Mat Intended Role: Instructor Teacher's Edition eText: Grade K Topic 12 Intended Role: Instructor Topic 12: Professional Development Video 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 K 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 Topic 12: Problem-Solving Leveled Reading Mat 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 K 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 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 Tema 12: Escoge un proyecto Intended Role: Instructor 12-2: Ampliación: Clave de respuestas Intended Role: Instructor 12-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K 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 Tema 12: Escoge un proyecto Intended Role: Instructor 12-3: Ampliación: Clave de respuestas Intended Role: Instructor 12-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K Lesson 12-4 Intended Role: Instructor 12-4: Listen & Look For 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 12-4: enVision STEM Activity: Answer Key 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: Actividad de enVisionSTEM: Clave de respuestas Intended Role: Instructor 12-4: Ampliación: Clave de respuestas Intended Role: Instructor 12-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K Lesson 12-5 Intended Role: Instructor 12-5: Listen & Look For Intended Role: Instructor 12-5: Daily Review: Editable Worksheet Intended Role: Instructor 12-5: Daily Review: Answer Key Intended Role: Instructor Topic 12: Today's Challenge Teacher Guide Intended Role: Instructor 12-5: Solve & Share Solution Intended Role: Instructor 12-5: Solve & Share Solution Intended Role: Instructor 12-5: Printable Additional Practice Intended Role: Instructor 12-5: Additional Practice: Editable Worksheet Intended Role: Instructor 12-5: Quick Check: Answer Key Intended Role: Instructor 12-5: Printable Quick Check Intended Role: Instructor 12-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 12-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 12-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 12-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 12-5: Enrichment: Answer Key Intended Role: Instructor 12-5: Enrichment: Editable Worksheet Intended Role: Instructor 12-5: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 12-5: Repaso diario: Clave de respuestas Intended Role: Instructor 12-5: Práctica adicional Intended Role: Instructor 12-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 12-5: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 12-5: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor Tema 12: Escoge un proyecto Intended Role: Instructor 12-5: Ampliación: Clave de respuestas Intended Role: Instructor 12-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K Lesson 12-6 Intended Role: Instructor 12-6: Listen & Look For Intended Role: Instructor 12-6: Daily Review: Editable Worksheet Intended Role: Instructor 12-6: Daily Review: Answer Key Intended Role: Instructor Topic 12: Today's Challenge Teacher Guide Intended Role: Instructor 12-6: Solve & Share Solution Intended Role: Instructor 12-6: Solve & Share Solution Intended Role: Instructor 12-6: Printable Additional Practice Intended Role: Instructor 12-6: Additional Practice: Editable Worksheet Intended Role: Instructor 12-6: Quick Check: Answer Key Intended Role: Instructor 12-6: Printable Quick Check Intended Role: Instructor 12-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 12-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 12-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 12-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 12-6: Enrichment: Answer Key Intended Role: Instructor 12-6: Enrichment: Editable Worksheet Intended Role: Instructor 12-6: enVision STEM Activity: Answer Key Intended Role: Instructor 12-6: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 12-6: Repaso diario: Clave de respuestas Intended Role: Instructor 12-6: Práctica adicional Intended Role: Instructor 12-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 12-6: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 12-6: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 12-6: Actividad de enVisionSTEM: Clave de respuestas Intended Role: Instructor 12-6: Ampliación: Clave de respuestas Intended Role: Instructor 12-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K Lesson 12-7 Intended Role: Instructor 12-7: Listen & Look For Intended Role: Instructor 12-7: Daily Review: Editable Worksheet Intended Role: Instructor 12-7: Daily Review: Answer Key Intended Role: Instructor Topic 12: Today's Challenge Teacher Guide Intended Role: Instructor 12-7: Solve & Share Solution Intended Role: Instructor 12-7: Solve & Share Solution Intended Role: Instructor 12-7: Printable Additional Practice Intended Role: Instructor 12-7: Additional Practice: Editable Worksheet Intended Role: Instructor 12-7: Quick Check: Answer Key Intended Role: Instructor 12-7: Printable Quick Check Intended Role: Instructor 12-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 12-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 12-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 12-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 12-7: Enrichment: Answer Key Intended Role: Instructor 12-7: Enrichment: Editable Worksheet Intended Role: Instructor Topic 12: Problem-Solving Leveled Reading Mat Intended Role: Instructor 12-7: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 12-7: Repaso diario: Clave de respuestas Intended Role: Instructor 12-7: Práctica adicional Intended Role: Instructor 12-7: Práctica adicional: Clave de respuestas Intended Role: Instructor 12-7: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 12-7: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 12-7: 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 Topic 12 Online Assessment: Printable Intended Role: Instructor Tema 12: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 12: Evaluación: Clave de respuestas Intended Role: Instructor Topic 13: Home-School Connection (English) Intended Role: Instructor Topic 13: Home School Connection (Spanish) Intended Role: Instructor Topic 13: Interactive Math Story (English) Intended Role: Instructor Topic 13: Interactive Math Story Master (English) Intended Role: Instructor Topic 13: Interactive Math Story Master: Answer Key (English) Intended Role: Instructor Topic 13: Interactive Math Story (Spanish) Intended Role: Instructor Topic 13: Interactive Math Story Master (Spanish) Intended Role: Instructor Topic 13: Interactive Math Story Master: Answer Key (Spanish) Intended Role: Instructor Topic 13: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 13: Problem-Solving Leveled Reading Mat Intended Role: Instructor Teacher's Edition eText: Grade K Topic 13 Intended Role: Instructor Topic 13: Professional Development Video Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K 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 Intended Role: Instructor 13-1: Printable Quick Check Intended Role: Instructor 13-1: 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 Intended Role: Instructor 13-1: Enrichment: Editable Worksheet Intended Role: Instructor 13-1: enVision STEM Activity: Answer Key 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: Actividad de enVisionSTEM: Clave de respuestas Intended Role: Instructor 13-1: Ampliación: Clave de respuestas Intended Role: Instructor 13-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K 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: Quick Check: Answer Key Intended Role: Instructor 13-2: Printable Quick Check Intended Role: Instructor 13-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-2: 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: enVision STEM Activity: Answer Key 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: Actividad de enVisionSTEM: 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 K 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 13-4: 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 K 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 Tema 13: Escoge un proyecto Intended Role: Instructor 13-4: Ampliación: Clave de respuestas Intended Role: Instructor 13-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K 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 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 Tema 13: Escoge un proyecto Intended Role: Instructor 13-5: Ampliación: Clave de respuestas Intended Role: Instructor 13-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K 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 Topic 13: Problem-Solving Leveled Reading Mat 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 K, Topic 13: 3-Act Math Intended Role: Instructor 13-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K Lesson 13-7 Intended Role: Instructor 13-7: Listen & Look For Intended Role: Instructor 13-7: Daily Review: Editable Worksheet Intended Role: Instructor 13-7: Daily Review: Answer Key Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-7: Solve & Share Solution Intended Role: Instructor 13-7: Solve & Share Solution Intended Role: Instructor 13-7: Printable Additional Practice Intended Role: Instructor 13-7: Additional Practice: Editable Worksheet Intended Role: Instructor 13-7: Quick Check: Answer Key Intended Role: Instructor 13-7: Printable Quick Check Intended Role: Instructor 13-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 13-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 13-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 13-7: Enrichment: Answer Key Intended Role: Instructor 13-7: Enrichment: Editable Worksheet Intended Role: Instructor 13-7: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 13-7: Repaso diario: Clave de respuestas Intended Role: Instructor 13-7: Práctica adicional Intended Role: Instructor 13-7: Práctica adicional: Clave de respuestas Intended Role: Instructor 13-7: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 13-7: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor Tema 13: Escoge un proyecto Intended Role: Instructor 13-7: Ampliación: Clave de respuestas Intended Role: Instructor Topic 13 Performance Task: Answer Key Intended Role: Instructor Topic 13 Performance Task: Editable Assessment Intended Role: Instructor Topic 13 Assessment: Answer Key Intended Role: Instructor Topic 13 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 13 Online Assessment: Answer Key Intended Role: Instructor Topic 13 Online Assessment: Printable 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 (English) Intended Role: Instructor Topic 14: Home School Connection (Spanish) Intended Role: Instructor Topic 14: Interactive Math Story (English) Intended Role: Instructor Topic 14: Interactive Math Story Master (English) Intended Role: Instructor Topic 14: Interactive Math Story Master: Answer Key (English) Intended Role: Instructor Topic 14: Interactive Math Story (Spanish) Intended Role: Instructor Topic 14: Interactive Math Story Master (Spanish) Intended Role: Instructor Topic 14: Interactive Math Story Master: Answer Key (Spanish) Intended Role: Instructor Topic 14: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 14: Problem-Solving Leveled Reading Mat Intended Role: Instructor Teacher's Edition eText: Grade K 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 K Lesson 14-1 Intended Role: Instructor 14-1: Listen & Look For 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 Topic 14: Problem-Solving Leveled Reading Mat 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 K Lesson 14-2 Intended Role: Instructor 14-2: Listen & Look For 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 Tema 14: Escoge un proyecto Intended Role: Instructor 14-2: Ampliación: Clave de respuestas Intended Role: Instructor 14-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade K 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 K Lesson 14-4 Intended Role: Instructor 14-4: Listen & Look For 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: enVision STEM Activity: Answer Key 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: Actividad de enVisionSTEM: 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 K Lesson 14-5 Intended Role: Instructor 14-5: Listen & Look For 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: enVision STEM Activity: Answer Key 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: Actividad de enVisionSTEM: 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 K Lesson 14-6 Intended Role: Instructor 14-6: Listen & Look For 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 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 Tema 14: Escoge un proyecto Intended Role: Instructor 14-6: 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 Topic 14 Online Assessment: Printable Intended Role: Instructor Tema 14: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 14: Evaluación: Clave de respuestas Intended Role: Instructor Topics 1–14: Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topics 1–14: Cumulative/Benchmark Assessment: Editable Assessment Intended Role: Instructor Topics 1–14: Online Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topics 1–14: Printable Online Cumulative/Benchmark Assessment Intended Role: Instructor Grade K Progress Monitoring Assessment: Form A: Answer Key Intended Role: Instructor Grade K Progress Monitoring Assessment: Form A: Editable Assessment Intended Role: Instructor Grade K Online Progress Monitoring: Form A: Answer Key Intended Role: Instructor Grade K Printable Online Progress Monitoring: Form A Intended Role: Instructor Grade K Progress Monitoring Assessment: Form B: Answer Key Intended Role: Instructor Grade K Progress Monitoring Assessment: Form B: Editable Assessment Intended Role: Instructor Grade K Online Progress Monitoring: Form B: Answer Key Intended Role: Instructor Grade K Printable Online Progress Monitoring: Form B Intended Role: Instructor Grade K Progress Monitoring Assessment: Form C: Answer Key Intended Role: Instructor Grade K Progress Monitoring Assessment: Form C: Editable Assessment Intended Role: Instructor Grade K Online Progress Monitoring: Form C: Answer Key Intended Role: Instructor Grade K Printable Online Progress Monitoring: Form C Intended Role: Instructor Teacher's Edition: Grade K Lesson 15-1 Intended Role: Instructor 15-1: Solve & Share Solution Intended Role: Instructor 15-1: Solve & Share Solution Intended Role: Instructor Teacher's Edition: Grade K Lesson 15-2 Intended Role: Instructor 15-2: Solve & Share Solution Intended Role: Instructor 15-2: Solve & Share Solution Intended Role: Instructor Teacher's Edition: Grade K Lesson 15-3 Intended Role: Instructor 15-3: Solve & Share Solution Intended Role: Instructor 15-3: Solve & Share Solution Intended Role: Instructor Teacher's Edition: Grade K Lesson 15-4 Intended Role: Instructor 15-4: Solve & Share Solution Intended Role: Instructor 15-4: Solve & Share Solution Intended Role: Instructor Teacher's Edition: Grade K Lesson 15-5 Intended Role: Instructor 15-5: Solve & Share Solution Intended Role: Instructor 15-5: Solve & Share Solution Intended Role: Instructor Teacher's Edition: Grade K Lesson 15-6 Intended Role: Instructor 15-6: Solve & Share Solution Intended Role: Instructor 15-6: Solve & Share Solution Intended Role: Instructor Teacher's Edition: Grade K Lesson 15-7 Intended Role: Instructor 15-7: Solve & Share Solution Intended Role: Instructor 15-7: Solve & Share Solution Intended Role: Instructor Teacher's Edition: Grade K Lesson 15-8 Intended Role: Instructor 15-8: Solve & Share Solution Intended Role: Instructor 15-8: Solve & Share Solution Intended Role: Instructor Teacher's Edition: Grade K Lesson 15-9 Intended Role: Instructor 15-9: Solve & Share Solution Intended Role: Instructor 15-9: Solve & Share Solution Intended Role: Instructor Teacher's Edition: Grade K Lesson 15-10 Intended Role: Instructor 15-10: Solve & Share Solution Intended Role: Instructor 15-10: 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 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 11: Evaluación acumulativa/de referencia: Clave de respuestas Intended Role: Instructor Temas 1 a 14: 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 K Standards Tabs Intended Role: Instructor MN-1: One More Than or One Less Than 20: Teacher's Guide Intended Role: Instructor MN-2: Count Backward: Teacher's Guide Intended Role: Instructor MN-3: Count and Write Numbers to 30: Teacher's Guide Intended Role: Instructor MN-4: Repeating Patterns with Shapes and Numbers: Teacher's Guide Intended Role: Instructor MN-5: Growing Patterns with Shapes and Numbers: Teacher's Guide Intended Role: Instructor Teacher's Edition: Grade K Intended Role: Instructor eText Container Interactive Additional Practice: Grade K Student Edition: Grade K eText del Libro del estudiante: Grado K enVision Matemáticas 2020, Kindergarten: Práctica adicional 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