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Product Name: Envisionmath2.0 Custom Grade 1 VA
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Curriculum Standards:


Tell and write time in hours and half-hours using analog and digital clocks. - M.1.17
Look for and make use of structure. - 1.MP.7
Organize, represent, interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category and how many more or less are in one category than in another. - M.1.18
Attend to precision. - 1.MP.6
Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. - M.1.19
Look for and express regularity in repeated reasoning. - 1.MP.8
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. - M.1.13
Determine whether a group of objects (up to 20) has an odd or even number of members, e.g. by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. - M.2.3
Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. - M.1.14
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. - M.2.4
Order three objects by length and compare the lengths of two objects indirectly by using a third object. - M.1.15
Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. - M.1.16
Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. - M.2.2
Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. - 1.3.1.1
Read and write numbers to 1000 using base-ten numerals, number names and expanded form. - M.2.7
Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. - 1.3.1.2
Make sense of problems and persevere in solving them. - 1.MP.1
Add or subtract a multiple of 10 from another two-digit number, and justify the solution. - 1.NBT.B.7
Understand that the three digits of a three-digit number represent amounts of hundreds, tens and ones (e.g., 706 equals 7 hundreds, 0 tens and 6 ones). Understand the following as special cases: - M.2.5
Count within 1000 and skip-count by 5s, 10s and 100s. - M.2.6
Construct viable arguments and critique the reasoning of others. - 1.MP.3
Reason abstractly and quantitatively. - 1.MP.2
Use appropriate tools strategically. - 1.MP.5
Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. - M.2.9
Model with mathematics. - 1.MP.4
Name shapes as flat or solid. - K.G.1
Demonstrate the ability to measure length or distance using objects. - 1.GM.B.7
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape and compose new shapes from the composite shape. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” - M.1.20
Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths and quarters and use the phrases half of, fourth of and quarter of. Describe the whole as two of, or four of the shares and understand for these examples that decomposing into more equal shares creates smaller shares. - M.1.21
Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. - NC.2.NBT.5.a
Analyze and compare 3.D shapes. - K.G.9
Comparing addition and subtraction strategies, and explaining why they work. - NC.2.NBT.5.b
Selecting an appropriate strategy in order to efficiently compute sums and differences. - NC.2.NBT.5.c
Identify and describe squares and other rectangles. - K.G.3
Counting on - NC.1.OA.6.a
Using a number line - NC.1.OA.6.e
Using the relationship between addition and subtraction - NC.1.OA.6.d
Decomposing a number leading to a ten - NC.1.OA.6.c
Making ten - NC.1.OA.6.b
Creating equivalent but simpler or known sums - NC.1.OA.6.f
Compare the lengths of two objects indirectly by using a third object. - 1.GM.B.6
Order three or more objects by length. - 1.GM.B.5
Understand two-digit numbers are composed of ten(s) and one(s). - 1.NBT.A.2
Compare two two-digit numbers using the symbols >, = or <. - 1.NBT.A.3
Demonstrate fluency with addition and subtraction within 20. - 2.RA.A.1
Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. - 1.NBT.A.1
Count by 10s to 120 starting at any number. - 1.NBT.A.4
Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. - 1.GM.2.2
Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. - 1.GM.2.1
Describe a length to the nearest whole unit using a number and a unit. - 1.GM.2.4
Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. - 1.GM.2.3
Measure the length of an object in terms of multiple copies of another object. - 1.3.2.1
Tell time to the hour and half-hour. - 1.3.2.2
Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. - 1.3.2.3
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. - NC.2.NBT.1
Count within 1000; skip-count by 5s, 10s, and 100s. - NC.2.NBT.2
Read and write numbers, within 1000, using base-ten numerals, number names, and expanded form. - NC.2.NBT.3
Tell and write time in hours and half-hours using analog and digital clocks. - 1.GM.C.8
Add up to three two-digit numbers using strategies based on place value and properties of operations. - NC.2.NBT.6
Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. - M.2.13
Collect and sort information about objects and events in the environment. - K.D.1.1
Draw conclusions from object graphs, picture graphs, T-charts and tallies. - 1.DS.A.2
Collect, organize and represent data with up to three categories. - 1.DS.A.1
Represent addition as adding to a number. - K.OA.2
Determine if a set of objects has an odd or even number of members. - 2.RA.B.2
Find the total number of objects arranged in a rectangular array with up to 5 rows and 5 columns, and write an equation to represent the total as a sum of equal addends. - 2.RA.B.3
Solve addition problems. - K.OA.7
Tell time to the hour and half-hour (analog and digital). - 1.GM.3.1
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. - M.2.20
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight or nine tens (and 0 ones). - M.1.10c
10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) - M.1.10a
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. - M.1.10b
Understand the relationship between numbers and quantities. - NC.K.CC.4
Count forward beginning from a given number within the known sequence, instead of having to begin at 1. - NC.K.CC.2
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20, with 0 representing a count of no objects. - NC.K.CC.3
Use place value to describe whole numbers between 10 and 1,000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1,000 is 10 hundreds. - 2.N.1.3
Identify whether the number of objects, within 10, in one group is greater than, less than, or equal to the number of objects in another group, by using matching and counting strategies. - NC.K.CC.6
Read, write, discuss, and represent whole numbers up to 1,000. Representations may include numerals, words, pictures, tally marks, number lines and manipulatives. - 2.N.1.1
Compare two numbers, within 10, presented as written numerals. - NC.K.CC.7
Building and drawing triangles, rectangles, squares, hexagons, circles. - NC.K.G.5.a
Building cubes, cones, spheres, and cylinders. - NC.K.G.5.b
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
Compare groups by counting. - K.NCC.15
Read and write the numbers 6 and 7. - K.NCC.19
Compose and decompose numbers from 11 to 19 into sets of tens with additional ones. - K.NBT.A.1
Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. - 1.A.1.1
Use doubles to solve problems. - 1.OA.11
Add by counting on from a number. - 1.OA.10
Count on to add using a number line. - 1.OA.19
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). - M.1.1
Use structure and identify patterns in order to solve problems. - 1.OA.18
Solve word problems by drawing pictures and writing equations. - 1.OA.17
Use addition facts to 10 to solve subtraction problems. - 1.OA.16
Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). - M.1.4
Count back to solve subtraction problems. - 1.OA.15
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). - M.1.5
Use the same addends to write two different equations with the same sum. - 1.OA.14
Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). - M.1.2
Use a ten-frame to solve addition facts with 5 and 10. - 1.OA.13
Apply properties of operations as strategies to add and subtract (e.g., If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known: Commutative Property of Addition. To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12: Associative Property of Addition). Instructional Note: Students need not use formal terms for these properties. - M.1.3
Solve problems using near doubles facts. - 1.OA.12
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers (e.g., Determine the unknown number that makes the equation true in each of the equations. 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?). - M.1.8
Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. - M.1.9
Use concrete models and structured arrangements, such as repeated addition, arrays and ten frames to develop understanding of multiplication. - 2.N.2.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10 and use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8= 4); and creating equivalent but easier or known sums (e.g., adding 6 +7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). - M.1.6
Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). - M.1.7
Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. - 2.N.2.4
Use doubles facts to solve doubles-plus-one facts. - 1.OA.22
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
Memorize doubles facts. - 1.OA.21
Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. - 1.2.2.1
Count on to add using an open number line. - 1.OA.20
Determine if equations involving addition and subtraction are true. - 1.2.2.2
Make subtraction easier by making 10 to subtract. - 1.OA.29
Use a number line to subtract by counting on or counting back. - 1.OA.28
Critique the reasoning of others by using known information about addition and subtraction. - 1.OA.27
Solve different types of addition word problems. - 1.OA.26
Solve addition problems using different strategies. - 1.OA.25
Make 10 to add numbers to 20. - 1.OA.24
Use doubles facts to solve doubles-plus-2 facts. - 1.OA.23
The student will sort and classify concrete objects according to one or two attributes. - 1.13
The student will use nonstandard units to measure and compare length, weight, and volume. - 1.10
Tell if a group of objects is even or odd. - 2.OA.11
Find the total number of objects in a set of rows and columns. - 2.OA.13
Construct math arguments in order to solve addition and subtraction problems. - 1.OA.9
Solve addition problems by finding a missing addend. - 1.OA.7
Solve problems involving putting together or taking apart. - 1.OA.8
Solve addition problems involving situations of adding one part to another part. - 1.OA.1
Explain strategies used to solve subtraction problems. - 1.OA.33
Solve addition problems involving situations of putting two parts together. - 1.OA.2
Use addition facts to find subtraction facts. - 1.OA.32
Make addition and subtraction facts using the same three numbers. - 1.OA.31
Count on to subtract using 10 as a landmark. - 1.OA.30
Solve subtraction problems that involve comparing to find how many more objects are in one group than another group. - 1.OA.5
Solve subtraction problems that involve comparing to find how many fewer objects are in one group than another group. - 1.OA.6
Solve addition word problems by breaking apart a total number of objects. - 1.OA.3
Solve subtraction problems involving taking from a group. - 1.OA.4
Use words to compare objects according to length, size, weight and position. - K.3.2.1
Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. - NC.1.G.2.a
Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. - NC.1.G.2.b
100 can be thought of as a bundle of ten tens – called a “hundred.” - M.2.5a
Numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight or nine hundreds, and 0 tens and 0 ones. - M.2.5b
Order 2 or 3 objects using measurable attributes, such as length and weight. - K.3.2.2
Properties of operations - NC.1.NBT.6.d
The relationship between addition and subtraction - NC.1.NBT.6.e
The student will identify, describe, extend, create, and transfer growing and repeating patterns. - 1.14
The student will demonstrate an understanding of equality through the use of the equal symbol. - 1.15
Count by 2s to 100 starting with any even number. - 2.RA.B.2a
Express even numbers as pairings or groups of 2, and write an expression to represent the number using addends of 2. - 2.RA.B.2b
Concrete models and drawings - NC.1.NBT.6.a
Unitize by making a hundred from a collection of ten tens. - NC.2.NBT.1.a
Number lines - NC.1.NBT.6.b
Demonstrate that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, with 0 tens and 0 ones. - NC.2.NBT.1.b
Strategies based on place value - NC.1.NBT.6.c
Compose and decompose numbers using various groupings of hundreds, tens, and ones. - NC.2.NBT.1.c
The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. - 1.1d
Determine if equations involving addition and subtraction are true. - 1.N.2.2
Represent and solve real-world and mathematical problems using addition and subtraction up to ten. - 1.N.2.1
Demonstrate fluency with basic addition facts and related subtraction facts up to 10. - 1.N.2.3
The student will write the numerals 0 to 110 in sequence and out-of-sequence. - 1.1b
The student will count backward orally by ones when given any number between 1 and 30. - 1.1c
The student will count forward orally by ones to 110, starting at any number between 0 and 110. - 1.1a
Describe the whole as two of, or four of the shares. - NC.1.G.3.b
Explain that decomposing into more equal shares creates smaller shares. - NC.1.G.3.c
Describe the shares as halves and fourths, as half of and fourth of. - NC.1.G.3.a
Add or subtract within 1000, and justify the solution. - 2.NBT.B.8
Demonstrate fluency with addition and subtraction within 100. - 2.NBT.B.6
The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. - 1.2c
The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. - 1.2a
The student, given up to 110 objects, will compare two numbers between 0 and 110 represented pictorially or with concrete objects, using the words greater than, less than or equal to. - 1.2b
Apply understanding of the equal sign to determine if equations involving addition and subtraction are true. - NC.1.OA.7
Demonstrate fluency with addition and subtraction within 10. - NC.1.OA.9
Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. - NC.1.OA.8
Express even numbers as being composed of equal groups and write an expression to represent the number with 2 equal addends. - 2.RA.B.2c
Compose simple shapes to form larger shapes using manipulatives. - K.GM.C.10
Partition a regular polygon using physical models and recognize when those parts are equal. - 1.N.3.1
Read and write numbers to 1000 using number names, base-ten numerals and expanded form. - 2.NBT.A.4
Count within 1000 by 1s, 10s and 100s starting with any number. - 2.NBT.A.3
Understand that 100 can be thought of as 10 tens – called a “hundred”. - 2.NBT.A.2
Understand three-digit numbers are composed of hundreds, tens and ones. - 2.NBT.A.1
The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. - 2.17
The student will identify, describe, create, extend, and transfer patterns found in objects, pictures, and numbers. - 2.16
Apply the commutative and associative properties as strategies for solving addition problems. - NC.1.OA.3
Represent and solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, by using objects, drawings, and equations with a symbol for the unknown number. - NC.1.OA.2
The student will tell time and write time to the nearest five minutes, using analog and digital clocks. - 2.9
Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. - NC.1.OA.4
Add within 100 using place-value strategies and a hundred chart. - 2.NC.1
The student will identify the number that is 10 more, 10 less, 100 more, and 100 less than a given number up to 999. - 2.1b
A two-digit number and a one-digit number - NC.1.NBT.4.a
The student will read, write, and identify the place and value of each digit in a three-digit numeral, with and without models. - 2.1a
A two-digit number and a multiple of 10 - NC.1.NBT.4.b
The student will represent and solve practical problems involving equal sharing with two or four sharers. - 1.4a
The student will represent and name fractions for halves and fourths, using models. - 1.4b
Decompose numbers less than or equal to 10 into pairs in more than one way by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). - M.K.10
The student, given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each object, first through tenth. - 1.3
Compose and decompose numbers from 11 to 19 into ten ones and some further ones by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones (one ten) and one, two, three, four, five, six, seven, eight, or nine ones. - M.K.13
Describe measurable attributes of objects, such as length or weight and describe several measurable attributes of a single object. - M.K.14
Directly compare two objects with a measurable attribute in common, to see which object has “more of” or “less of” the attribute, and describe the difference. - M.K.15
The student will create and solve single-step story and picture problems using addition and subtraction within 20. - 1.6
Classify objects into given categories, count the numbers of objects in each category, and sort the categories by count. Category counts should be limited to less than or equal to 10. (e.g., Identify coins and sort them into groups of 5s or 10s.) - M.K.16
The student will use objects to determine whether a number is even or odd. - 2.2c
The student will determine the value of a collection of like coins (pennies, nickels, or dimes) whose total value is 100 cents or less. - 1.8
The student will count backward by tens from 120. - 2.2b
Correctly name shapes regardless of their orientations or overall size. - M.K.18
The student will count forward by twos, fives, and tens to 120, starting at various multiples of 2, 5, or 10. - 2.2a
Through the use of real-life objects, identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). - M.K.19
The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). - 1.5a
Building cubes, rectangular prisms, cones, spheres, and cylinders. - NC.1.G.1.b
Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. - NC.1.G.1.a
The student will identify and describe plane figures (circle, triangle, square, and rectangle). - K.10a
The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. - 1.11a
The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. - 1.11b
Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”), and other attributes (e.g., having sides of equal length). Instructional Note: Student focus should include real-world shapes. - M.K.20
Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. - M.K.21
Compose simple shapes to form larger shapes (e.g., “Can these two triangles, with full sides touching, join to make a rectangle?”). - M.K.22
Counting to 100 by ones. - NC.K.CC.1.a
Counting to 100 by tens. - NC.K.CC.1.b
Recognize two- and three-dimensional shapes from different perspectives and orientations. - 1.GM.A.3
Compose and decompose two- and three-dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. - 1.GM.A.2
Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. - 1.GM.A.1
The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. - 1.12a
The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. - 1.12b
Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. - 1.GM.A.4
The student will recognize and describe with fluency part-whole relationships for numbers up to 10. - 1.7a
Add within 100. - 1.NBT.B.5
Calculate 10 more or 10 less than a given number mentally without having to count. - 1.NBT.B.6
Compose structures with three-dimensional shapes. - 1.GM.1.3
Compose and decompose larger shapes using smaller two-dimensional shapes. - 1.GM.1.2
Identify trapezoids and hexagons by pointing to the shape when given the name. - 1.GM.1.1
For any number from 0 to 10, find the number that makes 10 when added to the given number using objects or drawings, and record the answer with a drawing or expression. - NC.K.OA.4
Decompose numbers less than or equal to 10 into pairs in more than one way using objects or drawings, and record each decomposition by a drawing or expression. - NC.K.OA.3
The student will demonstrate fluency with addition and subtraction within 10. - 1.7b
Represent addition and subtraction, within 10: - NC.K.OA.1
Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. - 1.GM.1.4
Group tens to solve problems. - 1.NC.10
Use tens and ones to make numbers in different ways. - 1.NC.13
Find numbers that are more or less than a given number. - 1.NC.14
Count tens and ones to find a two-digit number. - 1.NC.11
Use drawings to solve problems with tens and ones. - 1.NC.12
Read and write numerals, and represent a number of objects with a written numeral, to 100. - NC.1.NBT.7
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. - NC.1.NBT.5
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. - NC.2.MD.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 (one-to-one correspondence). - NC.K.CC.4.a
Compare the measurable attributes of two objects. - K.GM.A.2
Write equations to show the parts of 8 and 9. - K.OA.24
State the number of objects in a group, of up to 5 objects, without counting the objects (perceptual subitizing). - NC.K.CC.4.c
Understand that the two digits of a two-digit number represent amounts of tens and ones. - NC.1.NBT.2
Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. - NC.1.NBT.3
Count to 150, starting at any number less than 150. - NC.1.NBT.1
Unitize by making a ten from a collection of ten ones. - NC.1.NBT.2.a
Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. - NC.1.NBT.2.b
Demonstrate that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens, with 0 ones. - NC.1.NBT.2.c
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. - M.K.4a
Compose and decompose numbers up to 10 with objects and pictures. - K.N.2.1
Tell time to the nearest five minutes. - 2.MD.5
The student will collect, organize, and represent data. - K.11a
The student will investigate the passage of time and read and interpret a calendar. - 1.9b
The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. - 1.9a
Represent subtraction as taking away from a whole. - K.OA.12
Use the minus sign in an equation. - K.OA.15
The student will compare the size (smaller, larger) and shape of plane figures (circle, triangle, square, and rectangle). - K.10b
The student will describe the location of one object relative to another (above, below, next to) and identify representations of plane figures (circle, triangle, square, and rectangle) regardless of their positions and orientations in space. - K.10c
The student will create and solve single-step and two-step practical problems involving addition and subtraction. - 2.6c
The student will determine sums and differences, using various methods. - 2.6b
Use materials to build 3.D shapes. - K.G.14
Count 4 and 5 objects. - K.NCC.4
Demonstrate an understanding of concepts of time and devices that measure time. - K.GM.B.3
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
Compare two numbers between 1 and 10 presented as written numerals. - M.K.7
Identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably. - K.GM.1.3
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching and counting strategies). - M.K.6
Count to answer questions (e.g., “How many?”) about as many as 20 things arranged in a line, a rectangular array, a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. - M.K.5
Compose free-form shapes with blocks. - K.GM.1.5
Understand the relationship between numbers and quantities; connect counting to cardinality. - M.K.4
Demonstrate fluency with addition and subtraction within 10. - 1.RA.C.8
Add and subtract within 20. - 1.RA.C.7
Tell time to the quarter-hour and distinguish between a.m. and p.m. - 2.3.3.1
Use basic shapes and spatial reasoning to represent objects in the real world. - K.GM.1.6
Solve addition and subtraction word problems and add and subtract within 10 by using objects or drawings to represent the problem. - M.K.9
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), and acting out situations, verbal explanations, expressions, or equations. - M.K.8
Compose and decompose numbers up to 10 with objects and pictures. - K.1.2.2
Describe several measureable attributes of objects. - K.GM.A.1
Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. - K.1.2.1
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). - M.K.3
Count forward beginning from a given number within the known sequence (instead of having to begin at 1). - M.K.2
Count to 100 by ones and by tens. - M.K.1
Recognize squares, circles, triangles, and rectangles. - K.GM.1.1
Make sense of problems and persevere in solving them. - MP.1
Understand that more equal shares of the same whole create smaller shares. - 1.G.11
Reason abstractly and quantitatively. - MP.2
Make a drawing or diagram to show a problem about equal shares. - 1.G.12
Divide shapes into 2 and 4 equal shares and use words to describe those shares. - 1.G.10
The student will sort and classify objects according to one attribute. - K.12
Look for and make use of structure. - MP.7
Look for and express regularity in repeated reasoning. - MP.8
Construct viable arguments and critique the reasoning of others. - MP.3
Model with mathematics. - MP.4
Use appropriate tools strategically. - MP.5
Attend to precision. - MP.6
Identify shapes and describe objects in the environment using names of shapes, recognizing the name stays the same regardless of orientation or size. - K.GM.C.6
Draw or model simple two-dimensional shapes. - K.GM.C.9
Identify and describe the attribute of shapes, and use the attributes to sort a collection of shapes - K.GM.C.8
Express the length of an object as a whole number of non-standard length units. - NC.1.MD.2.a
Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. - NC.1.MD.2.b
Use words to compare objects according to length, size, weight, position, and location. - K.GM.2.1
Demonstrate that subtraction can be solved as an unknown-addend problem. - 1.RA.B.6
Add to/Take From-Result Unknown - NC.K.OA.2.a
Use properties as strategies to add and subtract. - 1.RA.B.5
Use objects and number lines to represent number sentences. - 2.A.2.1
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
The student, given no more than three sets, each set containing 10 or fewer concrete objects, will compare and describe one set as having more, fewer, or the same number of objects as the other set(s). - K.2a
Given a number from 1–20, count out that many objects. - NC.K.CC.5.a
Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many. - NC.K.CC.5.c
Given 10 objects in a scattered arrangement, identify how many. - NC.K.CC.5.d
Recognize that a number can be used to represent how many objects are in a set up to 10. - K.N.1.2
Count aloud forward in sequence to 100 by 1’s and 10’s. - K.N.1.1
Read, write, discuss, and represent whole numbers from 0 to at least 10. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives. - K.N.1.6
Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. - 1.N.1.1
Count forward, with and without objects, from any given number up to 10. - K.N.1.5
Use a variety of representations such as objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, or expressions. - NC.K.OA.1.a
Demonstrate understanding of addition and subtraction by making connections among representations. - NC.K.OA.1.b
Read, write, discuss, and represent whole numbers up to 100. Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. - 1.N.1.3
Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. - 1.N.1.2
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. - 1.RA.A.4
Find a number that is 10 more or 10 less than a given number up to 100. - 1.N.1.5
Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. - 1.N.1.4
Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. - 1.RA.A.3
Represent, create, describe, complete, and extend growing and shrinking patterns with quantity and numbers in a variety of real-world and mathematical contexts. - 2.A.1.1
Using the words more than, less than or equal to compare and order whole numbers, with and without objects, from 0 to 10. - K.N.1.8
Solve problems that call for addition of three whole numbers whose sum is within 20. - 1.RA.A.2
Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. - 1.N.1.7
Use addition and subtraction within 20 to solve problems. - 1.RA.A.1
Compare and order whole numbers from 0 to 100. - 1.N.1.6
Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. - 1.N.1.8
The student will tell how many are in a given set of 20 or fewer objects by counting orally. - K.1a
The student will read, write, and represent numbers from 0 through 20. - K.1b
Say the number names when counting objects, in the standard order, pairing each object with one and only one number name and each number name with one and only one object. - K.NS.B.5
Demonstrate that the last number name said tells the number of objects counted and the number of objects is the same regardless of their arrangement or the order in which they were counted. - K.NS.B.6
Demonstrate that each successive number name refers to a quantity that is one larger than the previous number. - K.NS.B.7
Demonstrate that a number can be used to represent “how many” are in a set. - K.NS.B.9
Skip count by tens to 100. - K.NCC.41
Use different strategies to solve word problems with 3 addends. - 1.OA.39
Find the missing numbers in equations to make them true. - 1.OA.38
Determine if addition and subtraction equations are true or false. - 1.OA.37
Find the unknown number in an equation. - 1.OA.36
Use reasoning to write and solve number stories. - 1.OA.35
Count to 100 by ones and tens. - K.NS.A.1
Solve different types of addition and subtraction problems with unknowns in different positions. - 1.OA.34
Count forward beginning from a given number between 1 and 20. - K.NS.A.2
The student will investigate and describe part-whole relationships for numbers up to 10. - K.4b
Use precision to determine the missing number or symbol in an equation. - 1.OA.42
Solve word problems involving comparisons. - 1.OA.41
Put together/Take Apart-Addend Unknown - NC.1.OA.1.b
Use different strategies to add three numbers. - 1.OA.40
Add to/Take from-Change Unknown - NC.1.OA.1.a
Compose larger shapes from simple shapes. - NC.K.G.6
Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. - 1.1.1.1
Ask and answer questions about the total number of data points. - NC.1.MD.4.a
Reason abstractly and quantitatively. - PS.2
Identify squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres as two-dimensional or three-dimensional. - NC.K.G.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
Ask and answer questions about how many in each category. - NC.1.MD.4.b
Make sense of problems and persevere in solving them. - PS.1
Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, attributes and other properties. - NC.K.G.4
Count, with and without objects, forward and backward from any given number up to 120. - 1.1.1.3
Find a number that is 10 more or 10 less than a given number. - 1.1.1.4
Compare and order whole numbers up to 100. - 1.1.1.5
Use words to describe the relative size of numbers. - 1.1.1.6
Model with mathematics. - PS.4
Ask and answer questions about how many more or less are in one category than in another. - NC.1.MD.4.c
Construct viable arguments and critique the reasoning of others. - PS.3
Attend to precision. - PS.6
Use appropriate tools strategically. - PS.5
Tell time to the half hour. - 1.MD.13
Use reasoning to tell and write time. - 1.MD.14
Choose an appropriate tool and use it to measure a given object. - 1.MD.10
Tell time to the hour. - 1.MD.11
The student will count forward by tens to determine the total number of objects to 100. - K.3d
Tell time to the hour using analog and digital clocks. - 1.MD.12
Count backward from a given number between 10 and 1. - K.NS.A.3
Read and write numerals and represent a number of objects from 0 to 20. - K.NS.A.4
Describe objects in the environment using names of shapes, and describe the relative positions of objects using positional terms. - NC.K.G.1
Correctly name squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres regardless of their orientations or overall size. - NC.K.G.2
Read and write numerals and represent a number of objects with a written numeral. - 1.NS.A.2
Count to 120, starting at any number less than 120. - 1.NS.A.1
Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. - 2.1.2.4
Count by 5s to 100 starting at any multiple of five. - 1.NS.A.4
Count backward from a given number between 20 and 1. - 1.NS.A.3
Show how to make a group of ten. - K.NCC.24
Compare groups of numbers using numerals to 10. - K.NCC.27
Compare two numbers. - K.NCC.29
Recording each composition or decomposition by a drawing or expression. - NC.K.NBT.1.b
Using objects or drawings. - NC.K.NBT.1.a
The student will model and solve single-step story and picture problems with sums to 10 and differences within 10, using concrete objects. - K.6
Make the numbers 17, 18, and 19. - K.NC.3
Find parts of the numbers 14, 15, and 16. - K.NC.5
The student will compare two objects or events, using direct comparisons, according to one or more of the following attributes: length (longer, shorter), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder), volume (more, less), and time (longer, shorter). - K.9
Understanding that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. - NC.K.NBT.1.c
Understand place value and count by hundreds to 1,000. - 2.NC.36
Use place-value blocks and drawings to model and write 3-digit numbers. - 2.NC.37
Count and write numbers 11 and 12. - K.NCC.32
Compare two or more sets of objects and identify which set is equal to, more than or less than the other. - K.NS.C.10
Use words, pictures, objects, length-based models (connecting cubes), 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
Compare-Difference Unknown - NC.1.OA.1.c
Count and write numbers 13, 14, and 15. - K.NCC.33
Compare two numerals, between 1 and 10, and determine which is more than or less than the other. - K.NS.C.11
Compose and decompose numbers up to 12 with an emphasis on making ten. - 1.1.2.2
Decompose numbers less than or equal to 10 in more than one way. - K.RA.A.3
Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. - 1.1.2.3
Represent addition and subtraction within 10. - K.RA.A.1
Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). - 1.D.1.1
Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. - 1.D.1.2
Draw conclusions from picture and bar-type graphs. - 1.D.1.3
Write and solve problems involving addition and subtraction within 100. - 2.NBT.C.11
Interpret organized data. - 1.MD.3
Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. - 2.2.1.1
Collect and organize information using a picture graph. - 1.MD.2
Use perseverance to solve problems about sets of data. - 1.MD.5
Use a picture graph to interpret data. - 1.MD.4
Indirectly compare objects by length. - 1.MD.7
Order objects by length. - 1.MD.6
Use cubes and other units to compare lengths and heights of objects. - 1.MD.9
Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. - NC.K.MD.3
Use objects to measure length. - 1.MD.8
Describe measurable attributes of objects; and describe several different measurable attributes of a single object. - NC.K.MD.1
Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. - NC.K.MD.2
Skip count by 5s, 10s, and 100s using a number line. - 2.NC.42
Organize data into categories. - 1.MD.1
Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. - 2.1.1.2
Use place value and models to subtract 2-digit and 1-digit numbers. - 2.NC.28
Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. - 2.1.1.1
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. - NC.2.OA.4
Demonstrate fluency with addition and subtraction, within 20, using mental strategies. - NC.2.OA.2
Write numerals to show how many objects are in a group. - 1.NC.6
Find better and faster ways to solve problems. - 1.NC.7
Find number patterns on a number chart. - 1.NC.4
Count to 120 using an open number line. - 1.NC.5
Read and write numbers 11 to 19. - 1.NC.8
Show groups of 10 with connecting cubes. - 1.NC.9
Pairing objects, then counting them by 2s. - NC.2.OA.3.a
Count by 1s to 120. - 1.NC.2
Count on a number chart to 120 - 1.NC.3
Count by 10s to 120. - 1.NC.1
Compare and order whole numbers, with and without objects, from 0 to 20. - K.1.1.5
Use a hundred chart to subtract tens and ones. - 2.NC.18
Determining whether objects can be placed into two equal groups. - NC.2.OA.3.b
Writing an equation to express an even number as a sum of two equal addends. - NC.2.OA.3.c
Count, with and without objects, forward and backward to at least 20. - K.1.1.3
Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. - K.1.1.1
Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. - K.1.1.2
Partition circles and rectangles into two and four equal shares. - NC.1.G.3
Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. - 2.1.2.5
Use an open number line to solve subtraction problems. - 1.NC.31
Use addition to subtract tens. - 1.NC.32
Use a hundred chart to subtract a multiple of 10 from another multiple of 10. - 1.NC.30
Use attributes to describe different objects. - K.MD.8
Model thinking to solve problems. - 1.NC.35
Use attributes to match shapes. - 1.G.1
Define 2-D shapes by their attributes. - 1.G.2
Use mental math to subtract ten from a two-digit number. - 1.NC.33
Compare objects by length and height. - K.MD.5
Use different strategies to subtract. - 1.NC.34
Use materials to build and draw 2-D shapes. - 1.G.3
Combine 2-D shapes to make another 2-D shape. - 1.G.4
Use counting and comparison skills to create and analyze bar graphs and tally charts. - 1.1.1.7
Model and solve problems by drawing a picture and writing an equation. - 1.NC.28
Define 3-D shapes by their number of edges, vertices, and faces or flat surfaces. - 1.G.5
Use models to subtract tens. - 1.NC.29
Choose defining attributes of 3-D shapes. - 1.G.6
Add 2 two-digit numbers. - 1.NC.26
Combine 3-D shapes to make another 3-D shape. - 1.G.7
Solve addition problems using different strategies. - 1.NC.27
Find differences among various shapes. - 1.G.8
Determine whether shapes are divided into equal shares. - 1.G.9
Use models to add 2-digit numbers and then explain the work. - 2.NC.12
Order three objects by length; compare the lengths of two objects indirectly by using a third object. - NC.1.MD.1
Add 2 multiples of 10. - 1.NC.20
Use mental math to add tens to two-digit numbers. - 1.NC.21
Tell and write time in hours and half-hours using analog and digital clocks. - NC.1.MD.3
Organize, represent, and interpret data with up to three categories. - NC.1.MD.4
Solve addition problems by using blocks or drawings. - 1.NC.24
Make a ten to help solve addition problems. - 1.NC.25
Use a hundred chart to add tens and ones. - 1.NC.22
Use a number line to solve addition problems. - 1.NC.23
Describe a time shown on a digital clock as representing hours and minutes, and relate a time shown on a digital clock to the same time on an analog clock. - 2.GM.D.11
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. - 2.GM.D.10
Compare category counts using appropriate language. - K.DS.A.2
Classify objects into given categories; count the number of objects in each category. - K.DS.A.1
Compare two numbers using a greater than, a less than, or an equal to sign. - 1.NC.17
Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: - M.1.10
Compare and write two-digit numbers that are greater than or less than other two-digit numbers. - 1.NC.18
Count how many objects are in different categories. - K.MD.2
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. - M.1.11
Use a hundred chart to find 1 more, 1 less, and 10 more, 10 less. - 1.NC.15
Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. - M.1.12
Use place-value blocks to compare 2 two-digit numbers. - 1.NC.16
Make sense of a problem and find the best way to solve it. - 1.NC.19




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