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Everyday Mathematics Grade 1 Notes: Big Ideas Contents Skills Assessments Lessons Daily Routines Count forward Recognizing Lesson 1-1: Introduce and backward by Student the count-the-days -of 1s; Identify plane Achievement: - school and job- and solid figures; Assess children's management Identify patterns. ability to count by routines. 1s. Investigating the Find numbers Recognizing Lesson 1-2: Introduce Number Line that are larger Student number-line routines; than and smaller Achievement: and to provide than a given Assess children's practice counting up number; Describe ability to count by on the number line. numbers using 1s and 5s. comparison vocabulary, such as more than, smaller than; Count up from a smaller number to a larger number; Use a tally chart to collect data. Tools for Doing Count objects by Recognizing Lesson 1-3: Introduce Mathematics 1s; Recognize Student and provide practice dot patterns on Achievement: using mathematical dice as Assess children's tools for drawing and representations ability to compare counting of numbers; numbers. Compare quantities using more and fewer; name and draw plane figures using the Patter- Block Template. Number-Writing Write numbers to Recognizing Lesson 1-4: Introduce Practice represent Student and provide practice quantities; Draw Achievement: with a slate routine; pictures to Assess children's and to provide represent the progress in practice writing the numbers 1 and 2; number writing. numbers 1 and 2 Name the numbers before and after a given number. One More, One Count objects by Recognizing Lesson 1-5: Provide Less 1s; Locate Student practice finding the numbers on a Achievement: number that is 1 more number line; Assess children's or 1 less than a given Name numbers ability to name number. that are one numbers that more and one come before and less than a given after a given number; Use a number. number line to solve number stories. Informing Instruction: Watch for children who begin counting at the number 1 instead of 0. Comparing Read whole Recognizing Lesson 1-6: Provide numbers numbers; Order Student practice comparing whole numbers Achievement: pairs of numbers from smallest to Assess children's largest; conpare understanding of pairs of whole one more and one numbers; Name less. numbers that are one more and one less than a given number Recording Tally Count forward by Informing Lesson 1-7: Introduce Counts 1s and 5s; Instruction: tally marks for data Represent Watch for children representation numbers using who write five tally tally marks; marks and then Create a tally cross another one chart to organize over the group of data; Make five. predictions based on data organized in a tally chart. Recognize Student Achievement: Assess children's progress in numbe writing. Investigating Represent Recognizing Lesson 1-8: Provide Equally Likely numbers using Student experiences with Outcomes tally marks; Achievement: equal-chance events Create a tally Assess children's chart to organize ability to make data; Make tally marks. predictions based on data organized in a tally chart; Make predictions about the outcomes of dice rolls. The Calendar Count forward by Recognizing Lesson 1-9: Introduce 1s; Order whole Student the calendar as a numbers; Use a Achievement: device for keeping calendar to Assess children's track of the days in a answer questions progress in month. about days, number writing. weeks, months, and dates Working in Count objects by Recognizing Lesson 1-10: Discuss Small Groups 1s and 5s; Student and provide practice Represent Achievement: with rules for working numbers using Assess children's in small groups tally marks; ability to count Compare pairs of hops on a number whole numbers. line. Exploring Math Identify base-10 Recognizing Lesson 1-11: Materials blocks; Use a Student Introduce Explorations number line to Achievement: with manipulative solve number-line Assess children's materials problems; Identify understanding of geoboards and comparing the plane shapes numbers of pattern blocks; Create designs using the plane shapes of pattern blocks. Weather and Count forward by Recognizing Lesson 1-12: Temperature 2s and 10s; Student Introduce the routines Routines Create a tally Achievement: for recording the day's chart to organize Assess children's weather and data; Read ability to count by approximate temperature 2s. temperatue; and to ranges on a teach how a Fahrenheit thermometer works. thermometer Number Stories Tell simple Recognizing Lesson 1-13: Provide number stories Student practice telling and using up to 10 Achievement: solving number counters and a Assess children's stories variety of ability to solve strategies; Solve simple number number stories stories. Informing Instruction: Watch for children who try to add to the initial 10 pennies. Progress Check Lesson 1-14: Assess 1 children's progress on mathematical content through the end of Unit 1 Number Grids Count forward Recognizing Lesson 2-1: Provide and backward by Student practice counting up 1s from a given Achievement: and back on the number; Read Assess children's number grid and locate ability to compare numbes on a numbers. number line and a number grid; Count on a number line and a number grid to solve problems Numbers All Read and write Recognizing Lesson 2-2: Guide Around numbers; Create Student exploration of the a tally chart to Achievement: uses of numbers; and organize data; Assess children's to introduce the parts Answer questions progress in of telephone numbers about data number writing. Informing Instruction: Watch for children who form an 8 by making two circles on top of each other. Complements of Count objects by Informing Lesson 2-3: Guide 10 1s; Give Instruction: exploration of the equivalent names Watch for children complements of 10; for 10; Find pairs whose pairs do and to introduce the of numbers with not add up to 10. Math Boxes routine. sums of 10; Make predictions and check outcomes. Recognizing Student Achievement: Assess children's understanding os sums of 10. Unit Labels for Count forward by Recognizing Lesson 2-4: Introduce Numbers 1s, labeling Student the need for unit numbers with unit Achievement: labels for numbers; to labels; Count Assess children's introduce calculators. objects by 1s, progress in labeling numbers number writing. with unit labels; Use a calculator to represent numbers. Informing Instruction: Watch for children who have difficulty understanding the concept of zero. Analog Clocks Read whole Recognizing Lesson 2-5: Introduce numbers; Student the analog clock Compare the Achievement: functions of the Assess children's hands on a clock; understanding of Estimate time on ordering numbers. an analog clock, using only the hour hand; Use language of approximation to describe times on an analog clock. Telling Time to Count forward by Informing Lesson 2-6: Introduce the Hour 1s; Show a given Instruction: the division of the day time on an Watch for children into a.m. and p.m. analog clock; who confuse the times; to provide Read and record hour and minute practice telling time to times shown on hands. the hour; and to an analog clock; develop a sense of Use language of the duration of a approximation to minute. describe times on an analog clock Recognizing Student Achievement: Assess children's ability to find equivalent names for numbers. Exploring Count forward by Recognizing Lesson 2-7: Provide Lengths, 2s; Recognize Student experiences Straightedges, dot patterns on Achievement: comparing lengths of and Dominoes dominoes as Assess children's objects; to provide representations understanding of practice drawing of numbers; counting on a straight lines with a Compare the number grid. straightedge; and to lengths of objects develop familiarity to a 6-inch ruler. with dominoes. Pennies Estimate and Recognizing Lesson 2-8: Introduce count the number Student pennies and cents of objects in a Achievement: notation; to provide group; Compare Assess children's practice recording quantities and ability to compare numbers of pennies; determine which quantitiies and to reinforce quantity is more; comparing numbers Identify a penny and know its value; Name the value of a group of pennies using cent notation Nickels Count forward by Recognizing Lesson 2-9: Introduce 1s and 5s from a Student nickels; and to given number; Achievement: provide practice Count Assess children's exchanging pennies combinations of ability to count by for nickels pennies and 5s. nickels; Identify a nicket and know its vlalue;Exchange pennies for nickels Counting Count forward by Recognizing Lesson 2-10: Provide Pennies and 5s and then on Student practice finding the Nickels by 1s; Express Achievement: values of the value of Assess children's combinations of groups of nickels ability to count nickels and pennies. and pennies nickels and using cent pennies notation; Express the value of groups of nickels and pennies using cent notation; Identify and know the values of a penny and a nickel; Exchange pennies for nickels/ Number Models Count forward by Recognizing Lesson 2-11: 1s from a given Student Introduce number number; Solve 1- Achievement: models for change-to- digit by 1-digit Assess children's more situations. change-to-move understanding of stories; Write telling time to the number models hour. for 1-digit by 1- digit change-to- more stories using the symbols + and =. Subtraction Count backward Recognizing Lesson 2-12: Broaden Number Models by 1s from a Student experiences with given number; Achievement: extending number Solve 1-digit by 1- Assess children's models to include digit change-to- understanding of change-to-less less stories; finding sums of 1- situations Write number digit numbers. models for 1-digit by 1-digit change -to-less stories using the symbols - and = Number Stories Count forward Recognizing Lesson 2-13: Provide and backward by Student practice making up 1s from a given Achievement: and solving number number; Solve 1- Assess children's stories; and to review digit by 1 digit ability to count counting money. addition and nickels and subtraction pennies number stories; Exchange pennies for nickels; Show amounts of money using pennies and nickels. Informing Instruction: Watch for children who use only pennies when showing the costs of items from the School Store. Progress Check Cumulative Lesson 2-14: Assess 2 assessment of children's progress on concepts and mathematical content skills taught in through the end of Unit 2 and in the Unit 2 previous unit. Visual Patterns Count objects by Recognizing Lesson 3-1: Guide the 1s and 2s; Student exploration and Recognize, Achievement: extension of visual describe, and Have each child patterns. create visual draw at least two pattersn; Identify cycles of a pattern the pattern rule in he or she made. a visual pattern; Use a pattern rule to extend a visual pattern Even and Odd Count forward by Recognizing Lesson 3-2: Guide Number even and odd Student exploration of even Patterns numbers; Write Achievement: and odd number numbers to Assess children's patterns represent ability to quantities; Use distinguish manipulatives to between even and identify numbers odd numbers. as odd or even; Identify and describe even and odd number patterns. Number-Grid Count forward by Recognizing Lesson 3-3: Guide Patterns 2s, 5s, and 10s; Student exploration of skip- Identify the digit Achievement: counting patterns on in the one place; Assess children's the number grid. Describe and understanding of compare number comparing patterns. numbers. Exploring Identify even and Recoginizing Lesson 3-4: Guide Number odd numbers; Student exploration of even Patterns, Use plane Achievement: and odd numbers; Shapes, and shapes for Assess children's covering shapes with Patterns patterning; ability to count pattern blocks; and Create visual spaces on a creating and patterns; Sort number grid. continuing repeating dominoes patterns. Informing Instruction: Watch for children who use pattern blocks to create pictures. Counting on the Count forward by Recognizing Lesson 3-5: Review Number Line 2s, 3s, 5s, and Student basic number-line 10s; Count Achievement: concepts; and to forward and Assess children's provide practice backward by 1s ability to skip counting on the from a given count. number line. number; Create skip-counting patterns. Informing Instruction: Watch for children who include the starting number in their counts. Adding and Count forward Recognizing Lesson 3-6: Introduce Subtracting on and backward by Student addition and the Number 1s from a given Achievement: subtraction on the Line number; Model Assess children's numbe line.q and solve ability to write addition and number models. subtraction stories; Complete number models for addition and subtraction number stories; Use the symbols +, -, and = to complete number models Telling Time to Estimate time on Informing Lesson 3-7: Review the Half-Hour an analog clock Instruction: basic concepts of using only the Watch for children telling time; and to hour hand; Show who are having provide practice telling a given time to trouble desplaying time to the hour and the hour and half- times on their tool- the half-hour. hour on an kit clocks. analog clolck; Tell and record times shown on an analog clock to the hour and half-hour; Use language of approximation to describe times on an analog clock. Recognizing Student Achievement: Assess children's ability to read a tally chart. Introduction to Count forward Recognizing Lesson 3-8: Introduce the Frames-and- and backward by Student the Frame-and Arrows Routine 1s, 2s, 3s, 5s and Achievement: Arrows routine. 10s from a given Assess children's number; Find the aility to count up missing numbers and back from a in a Frame-and- given number Arrow problem given the rule. Informing Instruction: Watch for chldren who confuse the direction of the arrow in the rule box with the direction in which to count. More Frames- Count forward Informing Lesson 3-9: Introduce and-Arrows and backward by Instruction: Frames-and-Arrows Problems 1s, 2s, 3s, 5s, Watch for children problems in which the and 10s from a who have difficulty "arrow rule" is given number; stating the rule. missing. Find the missing numbers in a Frames-and- Arrows problem given the rule; Identify rules in Frames-and- Arrow problems; Create Frames- and-Arrows problems. Recognizing Student Achievement: Assess children's understanding of Frames and Arrows. Counting with a Count forward Recognizing Lesson 3-10: Calculator and backward by Student Introduce counting up 1s, 2s, and 5s Achievement: and back on the from a given Assess children's calculator number; Read ability to count by numbers and 5s and then by 1s. symbols on a calculator; Use the +, -, and = symbols to count forward and backward on a calculator Informing Instuction: Watch for children who do not clear their calculators before starting a new count. Dimes Count forward by Informing Lesson 3-11: 1s, 5s, and 10s Instruction: Introduce the dime; to from a given Watch for children introduce dollars-and - number; Identify who think that cents notation; and to a dime and know larger coins have provide practice its value; Show greater values. exchanging pennies, equivalent nickels, and dimes. amounts of money; Exchange pennies for nickels and dimes. Recognizing Student Achievement: Assess children's ability to make exchanges between coins. Counting Count forward by Recognizing Lesson 3-12: Provide Dimes, Nickels, 1s, 5s, and 10s Student practice finding the and Pennies from a given Achievement: values of collections number; Find the Assess chldren's of dimes, nickels, and values of ability to solve pennies. combinations of parts-and-total dimes, nickels, number stories. and pennies; Exchange nickels for dimes, and pennies for nickels and dimes; Show amounts of money with the fewest number of dimes, nickels, and pennies Informing Instruction: Watch for children who have difficulty finding the total value of peny, ncikel, and dime combinations. Data Day Compare whole Recognizing Lesson 3-13: numbers; Create Student Introduce line plots a tally chart; Achievement: Create a line plot; Assess children's Answer simple ability to make questions about a sums of 10. line plot. Domino Estimate whether Recognizing Lesson 3-14: Explore Addition quantities are Student domino-dot patterns; more than 10, Achievement; and to provide less than 10, or Assess children's practice for all of the equal to 10; Sort ability to find dice basic addition facts. dominoes by sums. even and odd numbers; Order dominoes according to dot patterns; Estimate sums; find totals using the parts-and- total diagram. Progress Check Lesson 3-15: Assess 3 children's progress on mathematical content through the end of Unit 3 Math Message Count forward by Recognizing Lesson 4-1: Introduce and Reading a 2s from a Student the Math Message Thermometer multiple of 10; Achievement: routine; to review Read Assess children's thermometers; an to temperature to ability to skip introduce reading the nearest 10° count by 2s. temperatures to the on a nearest two degrees. thermometer; Read temperature to the nearest 2° on a thermometer. Nonstandard Count forward by Informing Lesson 4-2: Provide Linear 1s; Compare Instruction: practice measuring Measures heights; Measure Watch for children and comparing length in who do not start lengths using nonstandard measuring at the nonstandard units. units; Choose beginning of an and label object. measurement units. Recognizing Student Achievement: Assess children's ability to find complements of numbers in preparation for learning addition and subtraction facts. Informing Instruction: Watch for children who write the same complements multiple times and do not realize they can write turn- around complements instead. Personal "Foot" Use language of Informing Lesson 4-3: Provide and Standard approximation Instruction: practice measuring Foot when measuring; Watch for children with a nonstandard Measure length who are… unit and with the with nonstandard Overlapping units; standard foot; and t units; Measure Leaving gaps facilitate length to the between units; Not understanding of the nearest foot. naming the need for standard measuement to units. the nearest unit; Alternating their foot with a partner's when they should be measuring only with their personal foot. Recognizing Student Achievement: Assess children's ability to solve Frames-and- Arrows problems. The Inch Count forward by Recognizing Lesson 4-4: Introduce 1s; Use language Student the inch as a standard of approximation Achievement: unit of length; and to when measuring Assess children's provide practice Measure length ability to measue measuring to the to the nearest in feet. nearest inch. inch; Compare standard units of measure. Informing Instruction: Watch for children who do not align one end of the object with the 0- mark The 6-Inch Use reference Informing Lesson 4-5: Provide Ruler objects to Instruction: practice estimating estimate length; Watch for children and measuring the Measure length who do not count lengths of objects in to the nearest on from 6 when inches. inch; Measure the object is and draw line longer than 6 segments to the inches; who use nearest inch. the wrong scale on the ruler. Recognizing Student Achievement: Assess children's abilit to find domino sums and to compare quantities. Measuring with Count forward by Recognizing Lesson 4-6: Provide a Tape Measure 1s; Measure Student practice using a tape length to the Achievement: measure to measure nearest inch; Assess children's curved and flat Identify inch and ability to solve objects in inches. centimeter "parts-and-total" scales. number stories. Exploring Data, Count and record Recognizing Lesson 4-7: Measure Shapes, and the number of Student children's heights; to Base-10 Blocks flats, longs, and Achievement: provide experiences cubes; Create a Assess children's making a bar graph; line plot and a ability to solve to guide the bar graph to easy dice sums. exploration of 2- organize data; dimensional shapes; Find a typical and to develop value in a set of familiarity with base- data; Estimate 10 blocks. and measure height to the nearest inch; Create plane shapes and designs on a geoboard. Telling Time on Count forward by Recognizing Lesson 4-8: Review the Quarter- 5s; Show time on Student telling time on the Hour an analog clock Achievement: hour and half-hour; to the nearest Asses children's and to introduce half-hour and ability to tell time. telling time on the quarter-hour; Tell quarter-hour. and record times on an anaolog clock to the nearest half-hour and quarter-hour; Use language of approximation to describe times on an analog clock Timelines Order events on Recognizing Lesson 4-9: Facilitate a timeline; Create Student the investigation of a simple timeline Achievement: timelines Assess children's ability to measure to the nearest inch. Number Scrolls Count forward by Informing Lesson 4-10: 1s; Order Instruction: Introduce scrolls; and numbers through Watch for children to provide 100 or more; who make opportunities to make Identify and use mistakes such as a number scroll for patterns on a recording the numbers to 100 and number grid. wrong number or beyond. skipping a space on the number grid. Introducing Fact Find sums for Informing Lesson 4-11: Power addition facts; Instruction: Introduce addition Use dominoes to Watch for children facts and fact power solve additon who need t use problems counters, fingers, dominoes, and number lines to calculate addition fact sums. Recognizing Student Achievement: Assess children's ability to tell time to the quarter- hour. Good Fact Compare sums; Recognizing Lesson 4-12: Provide Habits Recite simple Student practice with addition addition facts Achievement: facts. including +0 and Assess children's +1, and doubles; ability to write Use counters to addition facts. solve addition problems Progress Check Lesson 4-13: Assess 4 children's progress on mathematical content through the end of Unit 4 Place Value: Count objects by Recognizing Lesson 5-1: Provide Tens and Ones 1s; Use base-10 Student experiences with blocks to model Achievement: place-value concepts whole numbers Assess children's for tens and ones, less than 100; ability to name Name whole numbers numbers less represented by than 100 base- 10 blocks modeled by base- 10 blocks; Exchange base- 10 cubes and longs to show diferent representations of the same numbers. Informing Instruction: Watch for children who confuse the tens and one places when solving the riddles. Place Value Count forward to Recognizing Lesson 5-2: Provide with Calculators model whole Student experiences numbers, name Achievement: investigating place- whole numbers; Assess children's value digit patterns. name whole ability to find numbers complements of modeled by base- numbers. 10 blocks; Exchange base- ten cube, longs, and flats to show different representations of the same number Relations: Compare whole Informing Lesson 5-3: Introduce Greater Than, numbers using <, Instruction: the relation symbols < Less Than, and >, and =; Watch for children and >. Equal To Calculate and who confuse < compare money and > symbols. amounts using <, >, and =. Recognizing Student Achievement: Assess children's ability to solve Frames-and- Arrows problems Exploring Area, Count objects by Recognizing Lesson 5-4: Develop Weight, and 1s; Estimate and Student the concept of area by Counting count objects; Achievement: counting units; to Compare weights Assess children's provide experiences of pairs of ability to find weighing objects with objects; equivalent names a pan balance, and to Exchange for numbers. provide practice with pennies for rational counting. nickels and dimes. Animal Weights Use base-10 Informing Lesson 5-5: Introduce blocks to model 2- Instruction: addition of 2-digit and 3- digit whole Watch for children numbers numbers; who do not Exchange base- remember how to 10 longs and exchange 10 cubes to show cubes for 1 long. different representations of the same number; Use base- 10 blocks to find sums of 2- and 3- digit numbers; Model parts-and-total diagrams for addition number stories. Recognizing Student Achievement: Assess the children's ability to compare lengths. More Than and Compare pairs of Informing Lesson 5-6: Provide Less Than 2-digit numbers; Instruction: practice with more Number Stories Ue base-10 Watch for children than and less than blocks to model who have trouble number stories; and and solve getting < and > to provide addition symbols pointed in experiences with problems; Write the right direction. writing number number models models for number using > and < stories. Recognizing Student Achievement: Assess children's ability to compare numbers using < and > . Comparison Count collections Recognizing Lesson 5-7: Introduce Number Stories of objects by 1s; Student number stories that Compare groups Achievement: involve finding of objects; Writie Assess children's differences. number models ability to solve to match solution comparison strategies problems. Solving Number Order 1- and 2- Recognizing Lesson 5-8: Provide Stories digit whole Student practice making up numbers; Solve Achievement: and solving a variety number stories; Assess children's of number stories Generate and ability to identify involving relations, record number digits in numbers. addition, and models to match subtraction solution strategies Dice Sums Count up from Informing Lesson 5-9: Provide the larger Instruction: experience with sums number to solve Watch for children generated by rolling addition who still need to pairs of dice. problems; Create count all of the and use a tally dots on both dice chart to represent rather than data; Draw counting up from conclusions the larger number. about the probability of dice rolls. Recognizing Student Achievement: Assess children's ability to show time to the quarter- hour on a clock. Turn-Around Find sums of dice Recognizing Lesson 5-10: Facts rolls; Identify and Student Introduce the turn- discuss patterns Achievement: around rule for of sums for easy Assess children's addition facts; Identify ability to solve pairs of turn- simple number around addition stories facts. Easy Facts Recite doubles Recognizing Lesson 5-11: Provide facts and addition Student practice with some facts with sums Achievement: easily mastered of 10; Find sums Assess children's addition facts: the +0, of addition facts ability to write turn- +1, and doubles facts, with and without around facts. as well as facts with a calculator; sums of 10 Discuss patterns in addition facts; Identify and explain turn- around facts. "What's My Count forward Informing Lesson 5-12: Rule?" and backward Instruction: Introduce the "What's from a given Watch for children My Rule?" routine number; use who do not apply addition and the same rule to subtraction facts all the numbers in to solve "What's a problem. My Rule?" problems. Recognizing Student Achievement: Assess children's ability to record temperature. Applying Rules Count forward Recognizing Lesson 5-13: Provide and backward Student experiences with from a given Achievement: finding the output for number; Use Assess children's given rules and input addition and ability to compare numbers. subtraction facts the values of to solve "What's combinations of My Rule?" coins. problems; Continue patterns in "What's My Rule?" problems; Fine the rule in "What's My Rule?" problems. Progress Check Lesson 5-14: Assess 5 children's progress on mathematical content through the end of Unit 5. The Addition / Compare sums Recognizing Lesson 6-1: Provide Subtraction of whole Student experience exploring Facts Table numbers; Find Achievement: patterns in sums of sums of whole Assess children's two dice; and to numbers; Use the ability to estimate. introduce the Addition/Subtracti Addtion/Subtraction on Facts Table to Facts Table find sums of 1- digit whole numbers Equivalent Find different Recognizing Lesson 6-2: Introduce Names sets of 2 or more Student name-collection boxes addends with the Achievement: as devices for same sum/ Use Assess children's collecting equivalent dominoes, ability to write names for numbers. drawings, tally addiction facts. marks, base-10 blocks, and manipulatives to give equivalent names for numbers; Write number sentences to express equivalencies. Fact Families Write parts-and Recognizing Lesson 6-3: Introduce total number Student addition/subtraction models; Write Achievement: fact families. addition and Assess children's subtraction ability to find parts number models and totals. using +, -, and =; generate fact families. Informing Instruction: Watch for chldren who assume incorrectly that since the two addition facts are turn-around facts, the two subtraction facts must also be turn- around facts, and therefore write subtraction number models such as 5 - 9 = 4. Fact Triangles Find sums of 1- Recognizing Lesson 6-4: Introduce digit numbers Student Fact Triangels with and without Achievement: a calculator; Assess children's Write additions ability to do "stop- and subtraction and-start" number models, counting. using +, -, and =; Generate fact families. Using the Facts Use the Addition Recognizing Lesson 6-5: Provide Table for /Subtraction Student experience revisiting Subtraction Facts Table to Achievement: the relationship find sums and Assess children's between addition and differences; Use ability to use the subtraction. addition to check Addition / answers for Subtraction Facts subtraction facts. Table to solve addition problems. The Centimeter Count forward by Informing Lesson 6-6: Introduce 1s; Estimate Instruction: the centimeter as a length to the Watch for chldren unit of measure in the nearest who do not align metric system; and to centimeter; the zero-mark on provide experience Measure and their rulers with measuring and draw line the left endpoint of drawing line segments to the the line segment segments to the nearest they are nearest centimeter. centimeter. measuring. Recognizing Student Achievement: Assess children's ability to analyze and interpret data. Exploring Count pattern Recognizing Lesson 6-7: Develop Pattern Block, blocks; Identify Student readiness for Addition Facts, even and odd Achievement: fractions; to provide and Triangles numbers; Find Assess children's practice with addition sums of randomly competency with facts; and to provide generated whole addition facts. for the exploration of numbers; Use a various shapes of tally chart to triangles. organize data; Model triangles. Addition Facts Count forward Recognizing Lesson 6-8: Provide Practice with and backward by Student an extension for the "What's My 1s; Find the Achievement: "What's My Rule?" Rule?" missing input and Assess children's routine which includes output numbers ability to find the finding missing input in "What's My rule in "What's My numbers. Rule?" Rule?" problems. Informing Instruction: Watch for chldren who have difficulty finding the input number. Informing Instruction: Watch for chldren who simply count the number of uncovered circles at the end of the game. Quarters Count forward by Informing Lesson 6-9: Provide 25s; Calculate Instruction: experience finding the the value of Watch for children value of collections of combinations of who have difficulty quaarters, dimes, quarters, dimes, with coin nickels, and pennies; nickels, and combinations that and showing money pennies; Identify include quarters. amounts with coins. a quarter and know its value; Make exchanges between coins. Recognizing Student Achievement: Assess children's ability to answer probablity questions. Digital Clocks Count forward by Recognizing Lesson 6-10: Provide 1s and 5s; Tell Student experience identifying time on a digital Achievement: the number of clock given the Assess children's minutes around the time on an ability to solve face of an analog analog clock; Tell number stories. clock; and to time n an analog introduce digital time. clock given the time on a digital clock; Tell time to the quarter-hour in digital notation. Informing Instruction: Watch for children who: write 2:00 as 2:60; write 2:00 as 2:12; write 2:00 as 10:00 Introducing My Find numbers in Recognizing Lesson 6-11: Reference a sequence; Student Introduce My Book Calculate the Achievement: Reference Book value of Assess children's combinations of ability to show and coins; Find and tell time draw plane shapes. Data Count forward by Recognizing Lesson 6-12: Landmarks 1s on a Student Introduce the calculator; Achievement: statistical landmarks Compare and Assess children's range and middle order whole knowledge of value, and to provide numbers; Create addition facts practice collecting a tally chart and a data and making bar bar graph to graphs. organize data; Fine landmarks and answer questions about a data set. Progress Check Lessone 6-13: Assess 6 children's progress on mathematical content through the end of Unit 6 Attribute Rules Identify and Recognizing Lesson 7-1: Reinforce describe plane Student sorting attribute shapes; Sort Achievement: blocks according to plane shapes by Assess children's attribute rules. size, shape, and ability to solve color. change-to-less problems. Informing Instruction: Watch for children; who have a difficult time sorting blocks by negative attributes. Exploring Solve addition Recognizing Lesson 7-2: Reinforce Attributes, problems; Create Student sorting by attribute Designs, and designs using Achievement: rules; to facilitate the Fact Platters plane shapes; Assess children's learning of addition Identify and apply ablity to write fact facts. rules to extend families. patterns; Identify rules by which plane shapes are sorted. Pattern-Block Count the sides Recognizing Lesson 7-3: Guide the and Template and corners on Student identification of plane Shapes plane shapes; Achievement: shapes; and to Identify and Assess children's facilitate investigating describe plane ability to identify 2- some of their shapes; Compare dimensional characteristics. plane shapes. shapes Making Count the Recognizing Lesson 7-4: Extend Polygons numbers of sides Student children's familiarity and corners on Achievement: with polygons. plane shapes; Assess children's Model polygons; ability to count the Identify sides and value of quarters. corners on polygon models; Compare and contrast polygon models. Informing Instruction: Watch for children who make 3- dimensional shapes. Spheres, Count the flat Recognizing Lesson 7-5: Guide the Cylinders, and faces and Student identification of Rectangular corners on sold Achievement: spheres, cylinders, Prisms figures; Identify Assess children's and rectangular and describe ability to name prisms; and to solid figures; numbers facilitate the Identify the flat represented by investigation of their faces and base-10 blocks. characteristics. corners on solid figures. Pyramids, Count the flat Informing Lesson 7-6: Guide the Cones, and faces and Instruction: identification of Cubes corners on solid Watch for children pyramids, cones, and figures; Identify who hav edifficulty cubes; and to and describe recognizing a 3- facilitate the solid figures; dimensional investigation of their Compare and shape given the 2- characteristics. contrast solid dimensional figures. representation Recognizing Student Achievement: Assess children's ability to recognize attributes of attribute blocks. Symmetry Identify shapes Informing Lesson 7-7: Facilitate having line Instruction: the exploration of symmetry; Create Watch for children symmetrical shapes. line-symmetric who cut the fold shapes. and end up with two shapes rather than one symmetrical shape. Recognizing Student Achievement: Assess children's ability to identify cylinders. Progress Check Lesson 7-8: Assess 7 children's progress on mathematical content through the end of Unit 7 Review: Money Express the Recognizing Lesson 8-1: Review, value of Student reinforce, and assess combinations of Achievement: skills associated with coins; Show Assess children's counting and amounts of ability to count exchanging coins. money with the money. fewest number of coins; Write number sentences using the symbols +, -, and = Dollars Express amounts Recognizing Lesson 8-2: Reinforce of money using Student an understanding of dollars-and-cents Achievement: money; to introduce notation; Identify Assess children's dollars; and to a dollar and know ability to compare facilitate the use of its value; Make numbers using <, money to explore exchanges > and =. place value. between coins. Informing Instruction: Watch for children who make errors exchanging coins on their Place- Value Mats Place Value: Count collections Recognizing Lesson 8-3: Extend Hundreds, of objects; Read Student place-value concepts Tens, and and write whole Achievement: to hundreds Ones. numbers Assess children's modeled with ability to model base-10 blocks. numbers with base-10 blocks Informing Instruction: Watch for children: who do not choose the correct base-10 blocks to represent 1s, 10s and 100s; who make a trade, such as 10 cubes for 1 long, but do not remove the 10 cubes from the total amount of blocks; who make counting errors when trading blocks; who do not use zero as a place holder when needed. Application: Express amounts Recognizing Lesson 8-4: Provide Shopping at the of money using Student practice solving School Store dollars-and-cents Achievement: number storeis that notation; Make- Assess children's involve addition and up, solve, and knowledge of subtraction record money subtraction facts. number stories and discuss solution strategies; Show amounts of money with the fewest number of coins; Write number sentences to match solution strategies. Making Change Make change by Recognizing Lesson 8-5: Develop counting up; Student the use of counting up Make up and Achievement: as a strategy for solve number Assess children's making change. stories; Identify knowledge of the values of place-value coins. concepts. Informing Instruction: Watch for children who include the price of an object when counting back change. Equal Shares Count equal parts Recognizing Lesson 8-6: Guide of wholes; Divide Student exploration of dividing shapes into Achievement: regions into equal halves, thirds, Assess children's parts. and fourths; Find competency with objects divided fractions. into equal parts. Fractions Count equal parts Informing Lesson 8-7: Guide of wholes; Instruction: further understanding Identify shapes Watch for children of fractional parts of a divided into who do not label whole; and to halves, thirds, each part of a introduce unit fraction and fourths; shape with the notation. Record the same fraction. number of equal parts in a whole and label each part with a corresponding fraction Recognizing Student Achievement: Assess children's understanding of symmetry. Sharing Count by halves, Recognizing Lesson 8-8: Introduce Pennies thirds, fourths, Student finding fractional parts and sixths to 1; Achievement: of collections Find fractional Assess children's parts of sets. proficiency with probability. Exploring Use fractions to Recognizing Lesson 8-9: Guide Fractional Parts relate smaller Student exploration of the and Addition shapes to larger Achievement: relationship between Facts shapes; Divide Assess children's multiples and shapes into equal knowledge of the fractions; to reinforce parts and label names of 2- naming fractional the parts; dimensional parts of regions; and Recognize and shapes. to provide practice sort doubles facts with addition facts. and near-doubles facts. Informing Instruction: Watch for children who make irregular shapes on their geoboards. Progress Check Lesson 8-10: Assess 8 children's progress on mathematical content through the end of Unit 8. Tens and Ones Count forward Recognizing Lesson 9-1: Provide Patterns on the and backward by Student experiences counting Number Grid 1s and 10s using Achievement: by 1s and 10s on the a number grid; Assess children's number grid in Name missing ability to order preparation for adding numbers on a numbers to 110. and subtracting on the number grid; number grid Extend patterns on a number grid Adding and Count forward Recognizing Lesson 9-2: Provide Subtracting and backward by Student opportunities to Tens 1s and 10s using Achievement: develop proficiency in a number grid; Assess children's adding and Use a number ability to use a subtracting 10s. grid to add and number grid to subtract 1s and add and subtract. 10s from 2-digit numbers; Solve addition and subtraction problems with and without manipulatives and tools; Use number-grid patterns to solve addition and subtraction problems. Number-Grid Count forward Recognizing Lesson 9-3: Reinforce Puzzles and backward by Student counting, adding, and 1s and 10s using Achievement: subtraction with 10s a number grid; Assess children's and 1s using number- Indentify the abilit to name 2- grid patterns. values of digits in dimensional a 2-digit number; shapes. Extend patterns on a number grid; Solve number- grid puzzles. Adding and Explain strategies Informing Lesson 9-4: Provide Subtracting 2- used to solve Instruction: practice adding and digit Numbers problems in Watch for children subtracting 2-digit involving the who have trouble numbers. addition and deciding whether subtraction of 2- to add or subtract digit by 2-digit when solving a numbers; Tell, number story write, and solve number stories; Write addition and subtraction number sentences using +, -. and =. Recognizing Student Achievement: Assess children's ability to find fractions of a set. Exploring Use standard Recognizing Lesson 9-5: Provide Capacity, measuring tools Student experiences Symmetry, and to measure Achievement: comparing capacities Heights length to the Assess children's of containers; creating nearest inch; Use ability to create a symmetrical design; non-standard numbers using and making a second tools to estimate given digits. height measurement. capacity; Draw plane shapes; Complete line- symmetric designs. Informing Instruction: Watch for children who do not fill their paper cups to the top. Fractional Parts Divide shapes Recognizing Lesson 9-6: Extend of the Whole into fractional Student fraction concepts to parts; Model Achievement: fractions other than fractional parts of Assess children's unit fractions. a region; Identify ability to divide halves and shapes into equal fourths; Identify parts. equivalent names for fractional parts of a region. Comparing Compare Recognizing Lesson 9-7: Rview Fractions fractional parts; Student fraction concepts; and Label fractional Achievement: to provide parts using Assess children's experiences using fractional ability to solve region models to notation; Identify number-grid compare fractions. halves, thirds, puzzles. fourths, sixths, and eighths; Identify and explain the meanings of numerator and denominator. Many Names Use Recognizing Lesson 9-8: Introduce for Fractional manipulatives to Student the idea that fractional Parts model equivalent Achievement: parts of a whole have fractions; Use = Assess children's many names to describe the ability to estimate (equivalent fractions) relationship sums. between fractions Informing Instruction: Watch for children who use two different-sized fractional parts to make the total length of a strip. Progress Check Lesson 9-9: Assess 3 children's progress on mathematical content through the end of Unit 9 Data Day: End- Calculate the Recognizing Lesson 10-1: Provide of-Year Heights difference Student experience making a between two Achievement: line plot and finding heights; Solve a Assess children's the typical values of a change-to-more ability to find data set of data. problem; Use a landmarks. line plot and a table to organize data; Find the mode and median of a data set. Review: Telling Count forward by Recognizing Lesson 10-2: Review Time 5s and then by Student telling time on an 1s; Tell and show Achievement: analog clock and time to the Assess children's writing times in digital nearest 5 knowledge of the notation; to provide minutes and to movement of the practice telling times the nearest minute hand. in alternate ways; and minute on an to provide analog clock. experiences with calculating elapsed times. Informing Instruction: Watch for children who need help setting the hour hand of the clock. Mental Count forward by Recognizing Lesson 10-3: Review Arithmetic: 25s, 10s and 5s; Student showing amounts of Using a Show amounts of Achievement: money with coins and Vending money using Assess children's to provide Machine Poster combinations of ability to compare experiences with quarters, dimes, numbers using <, solving number and nickels; Tell, >, =. stories involving write, and solve addition of 2-digit number stories; numbers. Write addition and subtraction number sentences using +, -, and =. Mental Count forward by Informing Lesson 10-4: Provide Arithmetic 25s, 10s and 5s; Instruction: experience solving (Continued) Compare Watch for children comparison number quantities; Solve who make change stories and calculating comparison by counting up by amounts of change number stories; 1s instead of by from pruchases. Identify money 5s and 10s. equivalencies. Recognizing Student Achievement: Assess children's ability to find differences between amounts of money Year-End Name, model, Recognizing Lesson 10-5: Review Geometry and describe Student the names and some Review plane shapes Achievement: of the characteristics using straws and Assess children's of polygons, as well twist-ties; Name ability to estimate as the names of basic and describe sums. 3-dimensional shapes solid figures; Identify and describe attributes of plane shapes and solid figures. Review: Estimate Recognizing Lesson 10-6: Review Thermometers differences Student reading temperatures and between pairs of Achievement: in degrees Temperature 2-digit numbers; Assess children's Fahrenheit; and to Solve problems ability to compare provide experience involving the temperatures. using information on a addition or map to find subtraction of 2- temperature digit whole differences. numbers; Read temperatures and relate them to hot, warm, or cold events. Informing Instruction: Watch for children who confuse warmer and coler temperatures. Review: Place Count forward by Informing Lesson 10-7: Review Value, Scrolls, 10s or 100s from Instruction: place value through and Number a 2- or 3-digit Watch for children hundreds Grids. number; Read, who confuse the write and model hundreds, tens, with base -10 and ones places blocks multidigit when writing and whole numbers making numbers. through hundreds; Express the value of digits in a multidigit number; Create and solve number-grid puzzles. Recognizing Student Achievement: Assess children's ability to solve number-grid puzzles. Standards Homework Notes 2.1.3.A. - Count Home Link using whole 1-1: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.5.3.C. - Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects. 2.8.3.E. - Use concrete objects and symbols to model the concepts of variables, expressions, equations and inequalities. 2.1.3.A. - Count Home Link using whole 1-2: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.B. - Use whole numbers and fractions to represent quantities. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.5.3.C. - Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects. 2.6.3.A. - Gather, organize and display data using pictures, tallies, charts, bar graphs and pictographs. 2.7.3.D. - Analyze data using the concepts of largest, smallest, most often, least often and middle. 2.8.3.E. - Use concrete objects and symbols to model the concepts of variables, expressions, equations and inequalities. 2.11.3.A. - Identify whole number quantities and measurements from least to most and greatest value. 2.1.3.G. - Use concrete objects to count, order and group. 2.1.3.H. - Demonstrate an understanding of one-to-one correspondence. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.5.3.C. - Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects. 2.8.3.A. - Recognize, describe, extend, create and replicate a variety of patterns including attribute, activity, number and geometric patterns. 2.8.3.E. - Use concrete objects and symbols to model the concepts of variables, expressions, equations and inequalities. 2.9.3.A. - Name and label geometric shapes in two and three dimensions (e.g., circle/sphere, square/cube, triangle/pyramid, rectangle/prism). 2.9.3.C. - Draw two- and three- dimensional geometric shapes and construct rectangles, squares and triangles on the geoboard and on graph paper satisfying specific criteria. 2.9.3.D. - Find and describe geometric fi gures in real life. 2.11.3.A. - Identify whole number quantities and measurements from least to most and greatest value. 2.11.3.D. - Continue a pattern of numbers or objects that could be extended infinitely. 2.1.3.A. - Count using whole numbers (to 10,000) and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.B. - Use whole numbers and fractions to represent quantities. 2.1.3.G. - Use concrete objects to count, order and group. 2.1.3.H. - Demonstrate an understanding of one-to-one correspondence. 2.5.3.C. - Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects. 2.1.3.G. - Use concrete objects to count, order and group. 2.1.3.H. - Demonstrate an understanding of one-to-one correspondence. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.2.3.A. - Apply addition and subtraction in everyday situations using concrete objects. 2.5.3.C. - Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects. 2.8.3.B. - Use concrete objects and trial and error to solve number sentences and check if solutions are sensible and accurate. 2.8.3.D. - Create a story to match a given combination of symbols and numbers. 2.8.3.E. - Use concrete objects and symbols to model the concepts of variables, expressions, equations and inequalities. 2.1.3.G. - Use concrete objects to count, order and group. 2.1.3.H. - Demonstrate an understanding of one-to-one correspondence. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.1.3.J. - Estimate, approximate, round or use exact numbers as appropriate. 2.7.3.D. - Analyze data using the concepts of largest, smallest, most often, least often and middle. 2.11.3.A. - Identify whole number quantities and measurements from least to most and greatest value. 2.1.3.A. - Count using whole numbers (to 10,000) and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.H. - Demonstrate an understanding of one-to-one correspondence. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.5.3.C. - Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects. 2.6.3.A. - Gather, organize and display data using pictures, tallies, charts, bar graphs and pictographs. 2.8.3.G. - Use a table or a chart to display information. 2.6.3.A. - Gather, Home Link organize and display 1-8: Home data using pictures, Connection tallies, charts, bar graphs and pictographs. 2.7.3.A. - Predict and measure the likelihood of events and recognize that the results of an experiment may not match predicted outcomes. 2.7.3.C. - List or graph the possible results of an experiment. 2.1.3.A. - Count Home Link using whole 1-9: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.H. - Demonstrate an understanding of one-to-one correspondence. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.1.3.G. - Use Home Link concrete objects to 1-10: Home count, order and Connection group. 2.1.3.H. - Demonstrate an understanding of one-to-one correspondence. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.5.3.C. - Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects. 2.7.3.D. - Analyze data using the concepts of largest, smallest, most often, least often and middle. 2.8.3.E. - Use concrete objects and symbols to model the concepts of variables, expressions, equations and inequalities. 2.11.3.A. - Identify whole number quantities and measurements from least to most and greatest value. 2.1.3.G. - Use Home Link concrete objects to 1-11: Home count, order and Connection group. 2.8.3.A. - Recognize, describe, extend, create and replicate a variety of patterns including attribute, activity, number and geometric patterns. 2.9.3.B. - Build geometric shapes using concrete objects (e.g., manipulatives). 2.11.3.D. - Continue a pattern of numbers or objects that could be extended infinitely. 2.1.3.A. - Count Home Link using whole 1-12: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.J. - Estimate, approximate, round or use exact numbers as appropriate. 2.3.3.E. - Determine the appropriate unit of measure. 2.4.3.B. - Use measurements in everyday situations (e.g., determine the geography of the school building). 2.6.3.A. - Gather, organize and display data using pictures, tallies, charts, bar graphs and pictographs. 2.2.3.A. - Apply Home Link addition and 1-13: Home subtraction in Connection everyday situations using concrete objects. 2.2.3.F. - Determine the reasonableness of calculated answers. 2.5.3.A. - Use appropriate problem- solving strategies (e.g., guess and check, working backwards). 2.5.3.B. - Determine when suffi cient information is present to solve a problem and explain how to solve a problem. 2.8.3.D. - Create a story to match a given combination of symbols and numbers. Home Link 1-14: Home Connection 2.1.3.A. - Count Home Link using whole 2-1: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.2.3.A. - Apply addition and subtraction in everyday situations using concrete objects. 2.8.3.B. - Use concrete objects and trial and error to solve number sentences and check if solutions are sensible and accurate. 2.8.3.E. - Use concrete objects and symbols to model the concepts of variables, expressions, equations and inequalities. 2.1.3.A. - Count Home Link using whole 2-2: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.B. - Use whole numbers and fractions to represent quantities. 2.1.3.G. - Use concrete objects to count, order and group. 2.1.3.A. - Count Home Link using whole 2-3: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.C. - Represent equivalent forms of the same number through the use of concrete objects, drawings, word names and symbols. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.4.3.A. - Make, check and verify predictions about the quantity, size and shape of objects and groups of objects. 2.1.3.A. - Count Home Link using whole 2-4: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.1.3.A. - Count Home Link using whole 2-5: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.3.3.A. - Compare measurable characteristics of different objects on the same dimensions (e.g., time, temperature, area, length, weight, capacity, perimeter). 2.3.3.E. - Determine the appropriate unit of measure. 2.1.3.I. - Apply place- Home Link value concepts and 2-6: Home numeration to Connection counting, ordering and grouping. 2.3.3.A. - Compare measurable characteristics of different objects on the same dimensions (e.g., time, temperature, area, length, weight, capacity, perimeter). 2.3.3.C. - Determine and compare elapsed times. 2.3.3.E. - Determine the appropriate unit of measure. 2.1.3.G. - Use Home Link concrete objects to 2-7: Home count, order and Connection group. 2.2.3.E. - Use estimation skills to arrive at conclusions. 2.3.3.A. - Compare measurable characteristics of different objects on the same dimensions (e.g., time, temperature, area, length, weight, capacity, perimeter). 2.3.3.G. - Estimate and verify measurements. 2.4.3.A. - Make, check and verify predictions about the quantity, size and shape of objects and groups of objects. 2.1.3.A. - Count Home Link using whole 2-8: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.4.3.A. - Make, check and verify predictions about the quantity, size and shape of objects and groups of objects. 2.6.3.A. - Gather, organize and display data using pictures, tallies, charts, bar graphs and pictographs. 2.7.3.C. - List or graph the possible results of an experiment. 2.11.3.A. - Identify whole number quantities and measurements from least to most and greatest value. 2.1.3.A. - Count Home Link using whole 2-9: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.E. - Count, compare and make change using a collection of coins and one-dollar bills. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.6.3.A. - Gather, organize and display data using pictures, tallies, charts, bar graphs and pictographs. 2.1.3.A. - Count Home Link using whole 2-10: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.E. - Count, compare and make change using a collection of coins and one-dollar bills. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.1.3.I. - Apply place- Home Link value concepts and 2-11: Home numeration to Connection counting, ordering and grouping. 2.2.3.A. - Apply addition and subtraction in everyday situations using concrete objects. 2.5.3.A. - Use appropriate problem- solving strategies (e.g., guess and check, working backwards). 2.6.3.A. - Gather, organize and display data using pictures, tallies, charts, bar graphs and pictographs. 2.8.3.B. - Use concrete objects and trial and error to solve number sentences and check if solutions are sensible and accurate. 2.8.3.E. - Use concrete objects and symbols to model the concepts of variables, expressions, equations and inequalities. 2.8.3.F. - Explain the meaning of solutions and symbols. 2.2.3.A. - Apply Home Link addition and 2-12: Home subtraction in Connection. everyday situations using concrete objects. 2.5.3.A. - Use appropriate problem- solving strategies (e.g., guess and check, working backwards). 2.8.3.B. - Use concrete objects and trial and error to solve number sentences and check if solutions are sensible and accurate. 2.8.3.E. - Use concrete objects and symbols to model the concepts of variables, expressions, equations and inequalities. 2.8.3.F. - Explain the meaning of solutions and symbols. 2.1.3.E. - Count, compare and make change using a collection of coins and one-dollar bills. 2.1.3.I. - Apply place- Home Link value concepts and 2-13: Home numeration to Connection counting, ordering and grouping. 2.5.3.A. - Use appropriate problem- solving strategies (e.g., guess and check, working backwards). 2.5.3.B. - Determine when suffi cient information is present to solve a problem and explain how to solve a problem. 2.8.3.B. - Use concrete objects and trial and error to solve number sentences and check if solutions are sensible and accurate. 2.8.3.D. - Create a story to match a given combination of symbols and numbers. Home Link 2-14: Unit 3 Family Letter 2.1.3.A. - Count Home Link using whole 3-1: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.8.3.A. - Recognize, describe, extend, create and replicate a variety of patterns including attribute, activity, number and geometric patterns. 2.11.3.D. - Continue a pattern of numbers or objects that could be extended infinitely. 2.1.3.A. - Count Home Link using whole 3-2: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.B. - Use whole numbers and fractions to represent quantities. 2.1.3.F. - Apply number patterns (even and odd) and compare values of numbers on the hundred board. 2.1.3.A. - Count Home Link: using whole 3-3: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.7.3.A. - Predict and measure the likelihood of events and recognize that the results of an experiment may not match predicted outcomes. 2.8.3.A. - Recognize, describe, extend, create and replicate a variety of patterns including attribute, activity, number and geometric patterns. 2.11.3.D. - Continue a pattern of numbers or objects that could be extended infinitely. 2.1.3.F. - Apply Home Link: number patterns 3-4: Home (even and odd) and Connection compare values of numbers on the hundred board. 2.1.3.G. - Use concrete objects to count, order and group. 2.8.3.A. - Recognize, describe, extend, create and replicate a variety of patterns including attribute, activity, number and geometric patterns. 2.9.3.B. - Build geometric shapes using concrete objects (e.g., manipulatives). 2.9.3.C. - Draw two- and three- dimensional geometric shapes and construct rectangles, squares and triangles on the geoboard and on graph paper satisfying specific criteria. 2.9.3.H. - Show relationships between and among fi gures using reflections. 2.9.3.I. - Predict how shapes can be changed by combining or dividing them. 2.11.3.D. - Continue a pattern of numbers or objects that could be extended infinitely. 2.1.3.A. - Count Home Link using whole 3-5: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.8.3.A. - Recognize, describe, extend, create and replicate a variety of patterns including attribute, activity, number and geometric patterns. 2.11.3.D. - Continue a pattern of numbers or objects that could be extended infinitely. 2.1.3.I. - Apply place- Home Link value concepts and 3-6: Home numeration to Connection counting, ordering and grouping. 2.2.3.A. - Apply addition and subtraction in everyday situations using concrete objects. 2.8.3.B. - Use concrete objects and trial and error to solve number sentences and check if solutions are sensible and accurate. 2.8.3.D. - Create a story to match a given combination of symbols and numbers. 2.8.3.E. - Use concrete objects and symbols to model the concepts of variables, expressions, equations and inequalities. 2.1.3.A. - Count Home Link using whole 3-7: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.3.3.A. - Compare measurable characteristics of different objects on the same dimensions (e.g., time, temperature, area, length, weight, capacity, perimeter). 2.3.3.E. - Determine the appropriate unit of measure. 2.1.3.A. - Count Home Link using whole 3-8: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.8.3.A. - Recognize, describe, extend, create and replicate a variety of patterns including attribute, activity, number and geometric patterns. 2.8.3.I. - Demonstrate simple function rules. 2.8.3.J. - Analyze simple functions and relationships and locate points on a simple grid. 2.11.3.D. - Continue a pattern of numbers or objects that could be extended infinitely. 2.1.3.A. - Count Home Link using whole 3-9: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.8.3.A. - Recognize, describe, extend, create and replicate a variety of patterns including attribute, activity, number and geometric patterns. 2.8.3.I. - Demonstrate simple function rules. 2.8.3.J. - Analyze simple functions and relationships and locate points on a simple grid. 2.11.3.D. - Continue a pattern of numbers or objects that could be extended infinitely. 2.1.3.A. - Count Home Link using whole 3-10: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.2.3.C. - Demonstrate the concept of multiplication as repeated addition and arrays. 2.8.3.A. - Recognize, describe, extend, create and replicate a variety of patterns including attribute, activity, number and geometric patterns. 2.8.3.E. - Use concrete objects and symbols to model the concepts of variables, expressions, equations and inequalities. 2.8.3.I. - Demonstrate simple function rules. 2.8.3.J. - Analyze simple functions and relationships and locate points on a simple grid. 2.11.3.D. - Continue a pattern of numbers or objects that could be extended infinitely. 2.1.3.A. - Count Home Link using whole 3-11: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.E. - Count, compare and make change using a collection of coins and one-dollar bills. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.1.3.A. - Count Home Link using whole 3-12: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.E. - Count, compare and make change using a collection of coins and one-dollar bills. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.1.3.I. - Apply place- Home Link value concepts and 3-13: Home numeration to Connection counting, ordering and grouping. 2.6.3.A. - Gather, organize and display data using pictures, tallies, charts, bar graphs and pictographs. 2.6.3.B. - Formulate and answer questions based on data shown on graphs. 2.7.3.D. - Analyze data using the concepts of largest, smallest, most often, least often and middle. 2.8.3.G. - Use a table or a chart to display information. 2.8.3.H. - Describe and interpret the data shown in tables and charts. 2.11.3.A. - Identify whole number quantities and measurements from least to most and greatest value 2.11.3.B. - Identify least and greatest values represented in bar graphs and pictographs. 2.1.3.F. - Apply Home Link number patterns 3-14: Home (even and odd) and Connection compare values of numbers on the hundred board. 2.1.3.J. - Estimate, approximate, round or use exact numbers as appropriate. 2.2.3.A. - Apply addition and subtraction in everyday situations using concrete objects. 2.4.3.A. - Make, check and verify predictions about the quantity, size and shape of objects and groups of objects. Home Link 3-15: Unit 4 Family Letter 2.1.3.A. - Count Home Link using whole 4-1: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.F. - Apply number patterns (even and odd) and compare values of numbers on the hundred board. 2.3.3.A. - Compare measurable characteristics of different objects on the same dimensions (e.g., time, temperature, area, length, weight, capacity, perimeter). 2.3.3.B. - Determine the measurement of objects with non- standard and standard units (e.g., US customary and metric). 2.3.3.A. - Compare Home Link measurable 4-2: Home characteristics of Connection different objects on the same dimensions (e.g., time, temperature, area, length, weight, capacity, perimeter). 2.3.3.B. - Determine the measurement of objects with non- standard and standard units (e.g., US customary and metric). 2.3.3.A. - Compare Home Link measurable 4-3: Home characteristics of Connection different objects on the same dimensions (e.g., time, temperature, area, length, weight, capacity, perimeter). 2.3.3.B. - Determine the measurement of objects with non- standard and standard units (e.g., US customary and metric). 2.3.3.A. - Compare Home Link measurable 4-4: Home characteristics of Connection different objects on the same dimensions (e.g., time, temperature, area, length, weight, capacity, perimeter). 2.3.3.B. - Determine the measurement of objects with non- standard and standard units (e.g., US customary and metric). 2.3.3.A. - Compare Home Link measurable 4-5: Home characteristics of Connection different objects on the same dimensions (e.g., time, temperature, area, length, weight, capacity, perimeter). 2.3.3.B. - Determine the measurement of objects with non- standard and standard units (e.g., US customary and metric). 2.3.3.A. - Compare Home Link measurable 4-6: Home characteristics of Connection different objects on the same dimensions (e.g., time, temperature, area, length, weight, capacity, perimeter). 2.3.3.B. - Determine the measurement of objects with non- standard and standard units (e.g., US customary and metric). 2.7.3.A. - Predict and measure the likelihood of events and recognize that the results of an experiment may not match predicted outcomes. 2.1.3.I. - Apply place- Home Link value concepts and 4-7: Home numeration to Connection counting, ordering and grouping. 2.2.3.E. - Use estimation skills to arrive at conclusions. 2.3.3.A. - Compare measurable characteristics of different objects on the same dimensions(e.g., time, temperature, area, length, weight, capacity, perimeter). 2.3.3.B. - Determine the measurement of objects with non- standard and standard units (e.g., US customary and metric). 2.3.3.G. - Estimate and verify measurements. 2.6.3.A. - Gather, organize and display data using pictures, tallies, charts, bar graphs and pictographs. 2.6.3.B. - Formulate and answer questions based on data shown on graphs. 2.7.3.D. - Analyze data using the concepts of largest, smallest, most often, least often and middle. 2.8.3.G. - Use a table or a chart to display information. 2.8.3.H. - Describe and interpret the data shown in tables and charts. 2.9.3.B. - Build geometric shapes using concrete objects (e.g., manipulatives). 2.9.3.C. - Draw two- and three- dimensional geometric shapes and construct rectangles,squares and triangles on the geoboard and on graph paper satisfying specific criteria. 2.11.3.B. - Identify least and greatest values represented in bar graphs and pictographs. 2.1.3.A. - Count Home Link using whole 4-8: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.3.3.A. - Compare measurable characteristics of different objects on the same dimensions (e.g., time, temperature, area, length, weight, capacity, perimeter). 2.3.3.E. - Determine the appropriate unit of measure. 2.1.3.A. - Count Home Link using whole 4-9: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.3.3.A. - Compare measurable characteristics of different objects on the same dimensions (e.g., time, temperature, area, length, weight, capacity, perimeter). 2.3.3.E. - Determine the appropriate unit of measure. 2.1.3.A. - Count Home Link using whole 4-10: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.8.3.A. - Recognize, describe, extend, create and replicate a variety of patterns including attribute, activity, number and geometric patterns. 2.11.3.D. - Continue a pattern of numbers or objects that could be extended infinitely. 2.1.3.L. - Home Link Demonstrate 4-11: Home knowledge of basic Connection facts in four basic operations. 2.2.3.A. - Apply addition and subtraction in everyday situations using concrete objects. 2.8.3.B. - Use concrete objects and trial and error to solve number sentences and check if solutions are sensible and accurate. 2.8.3.E. - Use concrete objects and symbols to model the concepts of variables, expressions, equations and inequalities. 2.1.3.L. - Home Link Demonstrate 4-12: Home knowledge of basic Connection facts in four basic operations. 2.8.3.B. - Use concrete objects and trial and error to solve number sentences and check if solutions are sensible and accurate. Home Link 4-13: Family Letter 2.1.3.A. - Count Home Link using whole 5-1: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.C. - Represent equivalent forms of the same number through the use of concrete objects, drawings, word names and symbols. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.1.3.J. - Estimate, approximate, round or use exact numbers as appropriate. 2.5.3.C. - Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects. 2.1.3.A. - Count Home Link: using whole 5-2" Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.C. - Represent equivalent forms of the same number through the use of concrete objects, drawings, word names and symbols. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.8.3.A. - Recognize, describe, extend, create and replicate a variety of patterns including attribute, activity, number and geometric patterns. 2.1.3.I. - Apply place- Home Link value concepts and 5-3: Home numeration to Connection counting, ordering and grouping. 2.8.3.E. - Use concrete objects and symbols to model the concepts of variables, expressions, equations and inequalities. 2.8.3.F. - Explain the meaning of solutions and symbols. 2.11.3.A. - Identify whole number quantities and measurements from least to most and greatest value. 2.1.3.A. - Count Home Link using whole 5-4: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.B. - Use whole numbers and fractions to represent quantities. 2.1.3.E. - Count, compare and make change using a collection of coins and one-dollar bills. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.3.3.A. - Compare measurable characteristics of different objects on the same dimensions ( e.g., time, temperature, area, length, weight, capacity, perimeter). 2.3.3.B. - Determine the measurement of objects with non- standard and standard units (e.g., US customary and metric). 2.3.3.F. - Use concrete objects to determine area and perimeter. 2.3.3.G. - Estimate and verify measurements. 2.4.3.A. - Make, check and verify predictions about the quantity, size and shape of objects and groups of objects. 2.5.3.C. - Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects. 2.2.3.A. - Apply Home Link addition and 5-5: Home subtraction in Connection everyday situations using concrete objects. 2.2.3.B. - Solve single- and double- digit addition and subtraction problems with regrouping in vertical form. 2.2.3.G. - Explain addition and subtraction algorithms with regrouping. 2.3.3.H. - Demonstrate that a single object has different attributes that can be measured in different ways (e.g., length, mass, weight, time, area, temperature, capacity, perimeter). 2.5.3.A. - Use appropriate problem- solving strategies (e.g., guess and check, working backwards). 2.5.3.C. - Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects. 2.8.3.B. - Use concrete objects and trial and error to solve number sentences and check if solutions are sensible and accurate. 2.8.3.C. - Substitute a missing addend in a number sentence. 2.1.3.I. - Apply place- Home Link value concepts and 5-6: Home numeration to Connection counting, ordering and grouping. 2.3.3.A. - Compare measurable characteristics of different objects on the same dimensions (e.g., time, temperature, area, length, weight, capacity, perimeter). 2.8.3.B. - Use concrete objects and trial and error to solve number sentences and check if solutions are sensible and accurate. 2.8.3.D. - Create a story to match a given combination of symbols and numbers. 2.8.3.E. - Use concrete objects and symbols to model the concepts of variables, expressions, equations and inequalities. 2.11.3.A. - Identify whole number quantities and measurements from least to most and greatest value. 2.1.3.E. - Count, Home Link compare and make 5-7: Home change using a Connection collection of coins and one-dollar bills. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.2.3.A. - Apply addition and subtraction in everyday situations using concrete objects. 2.8.3.B. - Use concrete objects and trial and error to solve number sentences and check if solutions are sensible and accurate. 2.8.3.E. - Use concrete objects and symbols to model the concepts of variables, expressions, equations and inequalities. 2.8.3.C. - Substitute a missing addend in a number sentence. 2.11.3.A. - Identify whole number quantities and measurements from least to most and greatest value. 2.5.3.A. - Use Home Link appropriate problem- 5-8: Home solving strategies Connection (e.g., guess and check, working backwards). 2.5.3.B. - Determine when sufficient information is present to solve a problem and explain how to solve a problem. 2.8.3.D. - Create a story to match a given combination of symbols and numbers. 2.8.3.E. - Use concrete objects and symbols to model the concepts of variables, expressions, equations and inequalities. 2.11.3.A. - Identify whole number quantities and measurements from least to most and greatest value. 2.1.3.L. - Home Link Demonstrate 5-9: Home knowledge of basic Connection facts in four basic operations. 2.2.3.A. - Apply addition and subtraction in everyday situations using concrete objects. 2.6.3.A. - Gather, organize and display data using pictures, tallies, charts, bar graphs and pictographs. 2.6.3.B. - Formulate and answer questions based on data shown on graphs. 2.6.3.C. - Predict the likely number of times a condition will occur based on analyzed data. 2.7.3.A. - Predict and measure the likelihood of events and recognize that the results of an experiment may not match predicted outcomes. 2.7.3.C. - List or graph the possible results of an experiment. 2.8.3.G. - Use a table or a chart to display information. 2.8.3.H. - Describe and interpret the data shown in tables and charts. 2.1.3.K. - Describe Home Link the inverse 5-10: Home relationship between Connection addition and subtraction. 2.1.3.L. - Demonstrate knowledge of basic facts in four basic operations. 2.6.3.C. - Predict the likely number of times a condition will occur based on analyzed data. 2.7.3.A. - Predict and measure the likelihood of events and recognize that the results of an experiment may not match predicted outcomes. 2.8.3.A. - Recognize, describe, extend, create and replicate a variety of patterns including attribute, activity, number and geometric patterns. 2.8.3.G. - Use a table or a chart to display information. 2.1.3.J. - Estimate, Home Link approximate, round 5-11: Home or use exact Connection numbers as appropriate. 2.1.3.K. - Describe the inverse relationship between addition and subtraction. 2.1.3.L. - Demonstrate knowledge of basic facts in four basic operations. 2.8.3.A. - Recognize, describe, extend, create and replicate a variety of patterns including attribute, activity, number and geometric patterns 2.8.3.B. - Use concrete objects and trial and error to solve number sentences and check if solutions are sensible and accurate. 2.8.3.C. - Substitute a missing addend in a number sentence. 2.1.3.I. - Apply place- Home Link value concepts and 5-12: Home numeration to Connection counting, ordering and grouping. 2.1.3.L. - Demonstrate knowledge of basic facts in four basic operations. 2.2.3.C. - Demonstrate the concept of multiplication as repeated addition and arrays. 2.8.3.A. - Recognize, describe, extend, create and replicate a variety of patterns includin gattribute, activity, number and geometric patterns. 2.8.3.I. - Demonstrate simple function rules. 2.8.3.J. - Analyze simple functions and relationships and locate points on a simple grid. 2.11.3.D. - Continue a pattern of numbers or objects that could be extended infinitely. 2.1.3.A. - Count Home Link using whole 5-13: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.1.3.L. - Demonstrate knowledge of basic facts in four basic operations. 2.8.3.A. - Recognize, describe, extend, create and replicate a variety of patterns including attribute, activity, number and geometric patterns. 2.8.3.I. - Demonstrate simple function rules. 2.8.3.J. - Analyze simple functions and relationships and locate points on a simple grid. 2.11.3.D. - Continue a pattern of numbers or objects that could be extended infinitely. 2.1.3.C.- Represent Home Link equivalent forms of 6-1: Home the same number Connection through the use of concrete objects, drawings, word names and symbols. 2.1.3.F.- Apply number patterns (even and odd) and compare values of numbers on the hundred board. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering, and grouping. 2.1.3.L.- Demonstrate knowledge of basic facts in four basic operations. 2.2.3.A. - Apply addition and subtraction in everyday situations using concrete objects. 2.7.3.C. - List or graph the possible results of an experiment. 2.8.3.A. - Recognize, describe, extend, create and replicate a variety of patterns including attribute , activity, number and geometric patterns. 2.8.3.B. - Use concrete objects and trial and error to solve number sentences and check if solutions are sensible and accurate. 2.8.3.E. - Use concrete objects and symbols to model the concepts of variables, expressions, and inequalities. 2.11.3.A. - Identify whole number quantities and measurements from least to most and greatest value. 2.11.3.D. - Continue a pattern of numbers or objects that could be extended infiitely. 2.1.3.C. - Represent Home Link equivalent forms of 6-2: Home the same number Connection through the use of concrete objects, drawings, word names and symbols. 2.1.3.L. - Demonstrate knowledge of basic facts in four basic operations. 2.8.3.B. - Use concrete objects and trial and error to solve number sentences and check if solutions are sensible and accurate. 2.1.3.K. - Describe Home Link the inverse 6-3: Home relationship between Connection addition and subtraction. 2.1.3.L. - Demonstrate knowledge of basic facts in four basic operations. 2.2.3.A. - Apply addition and subtraction in everyday situations using concrete objects. 2.2.3.E. - Use estimation skills to arrive at conclusions. 2.5.3.C. - Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects. 2.8.3.B. - Use concrete objects and trial and error to solve number sentences and check if solutions are sensible and accurate. 2.8.3.E. - Use concrete objects and symbols to model the concepts of variables, expressions, equations and inequalities. 2.1.3.K. - Describe Home Link the inverse 6-4: Home relationship between Connection addition and subtraction. 2.1.3.L. - Demonstrate knowledge of basic facts in four basic operations. 2.1.3.K. - Describe Home Link the inverse 6-5: Home relationship between Connection addition and subtraction. 2.1.3.L. - Demonstrate knowledge of basic facts in four basic operations. 2.2.3.A. - Apply addition and subtraction in everyday situations using concrete objects. 2.5.3.C. - Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects. 2.8.3.A. - Recognize, describe, extend, create and replicate a variety of patterns including attribute, activity, number and geometric patterns. 2.8.3.B. - Use concrete objects and trial and error to solve number sentences and check if solutions are sensible and accurate. 2.8.3.E. - Use concrete objects and symbols to model the concepts of variables, expressions, equations and inequalities. 2.3.3.B. - Determine Home Link the measurement of 6-6: Home objects with non- Connection standard and standard units (e.g., US customary and metric). 2.3.3.G. - Estimate and verify measurements. 2.6.3.D. - Form and justify an opinion on whether a given statement is reasonable based on a comparison to data. 2.7.3.A. - Predict and measure the likelihood of events and recognize that the results of an experiment may not match predicted outcomes. 2.7.3.B. - Design a fair and an unfair spinner. 2.1.3.B. - Use whole Home Link numbers and 6-7: Home fractions to Connection represent quantities. 2.1.3.D. - Use drawings, diagrams or models to show the concept of fraction as part of a whole. 2.1.3.F. - Apply number patterns (even and odd) and compare values of numbers on the hundred board. 2.1.3.K. - Describe the inverse relationship between addition and subtraction. 2.1.3.L. - Demonstrate knowledge of basic facts in four basic operations. 2.9.3.A. - Name and label geometric shapes in two and three dimensions (e.g., circle/sphere, square/cube, triangle/pyramid, rectangle/prism). 2.9.3.B. - Build geometric shapes using concrete objects (e.g., manipulatives). 2.9.3.C. - Draw two- and three- dimensional geometric shapes and construct rectangles, squares and triangles on the geoboard and on graph paper satisfying specifi c criteria. 2.9.3.I. - Predict how shapes can be changed by combining or dividing them. 2.1.3.I. - Apply place- Home Link value concepts and 6-8: Home numeration to Connection counting, ordering and grouping. 2.1.3.J. - Estimate, approximate, round or use exact numbers as appropriate. 2.1.3.L. - Demonstrate knowledge of basic facts in four basic operations. 2.8.3.A. - Recognize, describe, extend, create and replicate a variety of patterns including attribute, activity, number and geometric patterns. 2.8.3.I. - Demonstrate simple function rules. 2.8.3.J. - Analyze simple functions and relationships and locate points on a simple grid. 2.11.3.D. - Continue a pattern of numbers or objects that could be extended infinitely. 2.1.3.A. - Count Home Link using whole 6-9: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.E. - Count, compare and make change using a collection of coins and one-dollar bills. 2.1.3.A. - Count Home Link using whole 6-10: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.3.3.C. - Determine and compare elapsed times. 2.3.3.D. - Tell time (analog and digital) to the minute. 2.1.3.E. - Count, Home Link compare and make 6-11: Home change using a Connection collection of coins and one-dollar bills. 2.3.3.A. - Compare measurable characteristics of different objects on the same dimensions (e.g., time, temperature, area, length, weight, capacity, perimeter). 2.3.3.G. - Estimate and verify measurements. 2.1.3.A. - Count Home Link using whole 6-12: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.6.3.A. - Gather, organize and display data using pictures, tallies, charts, bar graphs and pictographs. 2.6.3.B. - Formulate and answer questions based on data shown on graphs. 2.6.3.D. - Form and justify an opinion on whether a given statement is reasonable based on a comparison to data. 2.7.3.C. - List or graph the possible results of an experiment. 2.7.3.D. - Analyze data using the concepts of largest, smallest, most often, least often and middle. 2.8.3.G. - Use a table or a chart to display information. 2.8.3.H. - Describe and interpret the data shown in tables and charts. Home Link 6-13: Family Letter 2.1.3.G. - Use Home Link concrete objects to 7-1: Home count, order and Connection group. 2.9.3.A. - Name and label geometric shapes in two and three dimensions (e.g., circle/sphere, square/cube, triangle/pyramid, rectangle/prism). 2.1.3.G. - Use Home Line concrete objects to 7-2: Home count, order and Connection group. 2.1.3.L. - Demonstrate knowledge of basic facts in four basic operations. 2.8.3.A. - Recognize, describe, extend, create and replicate a variety of patterns including attribute, activity, number and geometric patterns. 2.9.3.A. - Name and label geometric shapes in two and three dimensions (e.g., circle/sphere, square/cube, triangle/pyramid, rectangle/prism). 2.9.3.B. - Build geometric shapes using concrete objects (e.g., manipulatives). 2.9.3.C. - Draw two- and three- dimensional geometric shapes and construct rectangles, squares and triangles on the geoboard and on graph paper satisfying specific criteria. 2.9.3.I. - Predict how shapes can be changed by combining or dividing them. 2.1.3.G. - Use Home Link concrete objects to 7-3: Home count, order and Connection group. 2.9.3.A. - Name and label geometric shapes in two and three dimensions (e.g., circle/sphere, square/cube, triangle/pyramid, rectangle/prism). 2.9.3.C. - Draw two- and three- dimensional geometric shapes and construct rectangles, squares and triangles on the geoboard and on graph paper satisfying specific criteria. 2.9.3.D. - Find and describe geometric figures in real life. 2.6.3.A. - Gather, Home Link organize and display 7-4: Home data using pictures, Connection tallies, charts, bar graphs and pictographs. 2.7.3.C. - List or graph the possible results of an experiment. 2.8.3.G. - Use a table or a chart to display information. 2.9.3.A. - Name and label geometric shapes in two and three dimensions (e.g., circle/sphere, square/cube, triangle/pyramid, rectangle/prism). 2.9.3.B. - Build geometric shapes using concrete objects (e.g., manipulatives). 2.9.3.C. - Draw two- and three- dimensional geometric shapes and construct rectangles, squares and triangles on the geoboard and on graph paper satisfying specific criteria. 2.10.3.A. - Identify right angles in the environment. 2.10.3.B. - Model right angles and right triangles using concrete objects. 2.9.3.A. - Name and Home Link label geometric 7-5: Home shapes in two and Connection three dimensions (e.g., circle/sphere, square/cube, triangle/pyramid, rectangle/prism). 2.9.3.D. - Find and describe geometric figures in real life. 2.9.3.A. - Name and Home Link label geometric 7-6: Home shapes in two and Connection three dimensions (e.g., circle/sphere, square/cube, triangle/pyramid, rectangle/prism). 2.9.3.D. - Find and describe geometric figures in real life. 2.9.3.E. - Identify Home Link and draw lines of 7-7: Home symmetry in Connection geometric figures. 2.9.3.F. - Identify symmetry in nature. 2.9.3.G. - Fold paper to demonstrate the reflections about a line. 2.9.3.H. - Show relationships between and among figures using reflections. 2.1.3.A. - Count Home Link using whole 8-1: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.E. - Count, compare and make change using a collection of coins and one-dollar bills. 2.1.3.G. - Use concrete objects to count, order and group. 2.6.3.A. - Gather, organize and display data using pictures, tallies, charts, bar graphs and pictographs. 2.7.3.B. - Design a fair and an unfair spinner. 2.7.3.C. - List or graph the possible results of an experiment. 2.7.3.D. - Analyze data using the concepts of largest, smallest, most often, least often and middle. 2.1.3.I. - Apply place- Home Link value concepts and 8-2: Home numeration to Connection counting, ordering and grouping. 2.1.3.E. - Count, compare and make change using a collection of coins and one-dollar bills. 2.5.3.C. - Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects. 2.1.3.B. - Use whole Home Link numbers and 8-3: Home fractions to Connection represent quantities. 2.1.3.C. - Represent equivalent forms of the same number through the use of concrete objects,drawings, word names and symbols. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.8.3.D. - Create a story to match a given combination of symbols and numbers. 2.1.3.E. - Count, Home Link compare and make 8-4: Home change using a Connection collection of coins and one-dollar bills. 2.1.3.J. - Estimate, approximate, round or use exact numbers as appropriate. 2.2.3.A. - Apply addition and subtraction in everyday situations using concrete objects. 2.2.3.F. - Determine the reasonableness of calculated answers. 2.5.3.A. - Use appropriate problem- solving strategies (e.g., guess and check, working backwards). 2.5.3.B. - Determine when suffi cient information is present to solve a problem and explain how to solve a problem. 2.5.3.C. - Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects. 2.8.3.B. - Use concrete objects and trial and error to solve number sentences and check if solutions are sensible and accurate. 2.8.3.D. - Create a story to match a given combination of symbols and numbers. 2.8.3.E. - Use concrete objects and symbols to model the concepts of variables, expressions, equations and inequalities. 2.1.3.A. - Count Home Link using whole 8-5: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.E. - Count, compare and make change using a collection of coins and one-dollar bills. 2.5.3.A. - Use appropriate problem- solving strategies (e.g., guess and check, working backwards). 2.8.3.D. - Create a story to match a given combination of symbols and numbers. 2.1.3.B. - Use whole Home Link numbers and 8-6: Home fractions to Connection represent quantities. 2.1.3.D. - Use drawings, diagrams or models to show the concept of fraction as part of a whole. 2.2.3.D. - Demonstrate the concept of division as repeated subtraction and as sharing. 2.5.3.C. - Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects. 2.1.3.B. - Use whole Home Link numbers and 8-7: Home fractions to Connection represent quantities. 2.1.3.D. - Use drawings, diagrams or models to show the concept of fraction as part of a whole. 2.2.3.D. - Demonstrate the concept of division as repeated subtraction and as sharing. 2.5.3.C. - Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects. 2.1.3.B. - Use whole Home Link numbers and 8-8: Home fractions to Connection represent quantities. 2.1.3.D. - Use drawings, diagrams or models to show the concept of fraction as part of a whole. 2.2.3.D. - Demonstrate the concept of division as repeated subtraction and as sharing. 2.5.3.C. - Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects. 2.1.3.B. - Use whole Home Link numbers and 8-9: Home fractions to Connection represent quantities. 2.1.3.D. - Use drawings, diagrams or models to show the concept of fraction as part of a whole. 2.1.3.L. - Demonstrate knowledge of basic facts in four basic operations. 2.5.3.C. - Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects. 2.8.3.B. - Use concrete objects and trial and error to solve number sentences and check if solutions are sensible and accurate. 2.8.3.E. - Use concrete objects and symbols to model the concepts of variables, expressions, equations and inequalities. 2.9.3.A. - Name and label geometric shapes in two and three dimensions (e.g., circle/sphere, square/cube, triangle/pyramid, rectangle/prism). 2.9.3.B. - Build geometric shapes using concrete objects (e.g., manipulatives). 2.9.3.C. - Draw two- and three- dimensional geometric shapes and construct rectangles, squares and triangles on the geoboard and on graph paper satisfying specific criteria. 2.9.3.E. - Identify and draw lines of symmetry in geometric figures. 2.9.3.I. - Predict how shapes can be changed by combining or dividing them. 2.1.3.A. - Count Home Link using whole 9-1: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.B. - Use whole numbers and fractions to represent quantities. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.5.3.C. - Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects. 2.8.3.A. - Recognize, describe, extend, create and replicate a variety of patterns including attribute, activity, number and geometric patterns. 2.11.3.D. - Continue a pattern of numbers or objects that could be extended infinitely. 2.1.3.A. - Count Home Link using whole 9-2: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.G. - Use concrete objects to count, order and group. 2.1.3.H. - Demonstrate an understanding of one-to-one correspondence. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.1.3.L. - Demonstrate knowledge of basic facts in four basic operations. 2.2.3.A. - Apply addition and subtraction in everyday situations using concrete objects. 2.2.3.C. - Demonstrate the concept of multiplication as repeated addition and arrays. 2.5.3.C. - Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects. 2.8.3.E. - Use concrete objects and symbols to model the concepts of variables, expressions, equations and inequalities. 2.8.3.G. - Use a table or a chart to display information. 2.1.3.A. - Count Home Link using whole 9-3: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.B. - Use whole numbers and fractions to represent quantities. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.8.3.A. - Recognize, describe, extend, create and replicate a variety of patterns including attribute, activity, number and geometric patterns. 2.11.3.D. - Continue a pattern of numbers or objects that could be extended infinitely. 2.1.3.C. - Represent Home Link equivalent forms of 9-4: Home the same number Connection through the use of concrete objects,drawings, word names and symbols. 2.1.3.J. - Estimate, approximate, round or use exact numbers as appropriate. 2.2.3.A. - Apply addition and subtraction in everyday situations using concrete objects. 2.5.3.A. - Use appropriate problem- solving strategies (e.g., guess and check, working backwards). 2.8.3.B. - Use concrete objects and trial and error to solve number sentences and check if solutions are sensible and accurate. 2.8.3.D. - Create a story to match a given combination of symbols and numbers. 2.3.3.A. - Compare Home Link measurable 9-5: Home characteristics of Connection different objects on the same dimensions (e.g., time, temperature, area, length, weight, capacity, perimeter). 2.3.3.B. - Determine the measurement of objects with non- standard and standard units (e.g., US customary and metric). 2.3.3.E. - Determine the appropriate unit of measure. 2.3.3.G. - Estimate and verify measurements. 2.4.3.B. - Use measurements in everyday situations (e.g., determine the geography of the school building). 2.7.3.D. - Analyze data using the concepts of largest, smallest, most often, least often and middle. 2.9.3.C. - Draw two- and three- dimensional geometric shapes and construct rectangles, squares and triangles on the geoboard and on graph paper satisfying specific criteria. 2.9.3.E. - Identify and draw lines of symmetry in geometric fi gures. 2.9.3.G. - Fold paper to demonstrate the reflections about a line. 2.9.3.H. - Show relationships between and among figures using reflections. 2.1.3.B. - Use whole Home Link numbers and 9-6: Home fractions to Connection represent quantities. 2.1.3.D. - Use drawings, diagrams or models to show the concept of fraction as part of a whole. 2.5.3.C. - Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects. 2.9.3.B. - Build geometric shapes using concrete objects (e.g., manipulatives). 2.1.3.B. - Use whole Home Link numbers and 9-7: Home fractions to Connection represent quantities. 2.1.3.D. - Use drawings, diagrams or models to show the concept of fraction as part of a whole. 2.5.3.C. - Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects. 2.1.3.B. - Use whole Home Link numbers and 9-8: Home fractions to Connection represent quantities. 2.1.3.C. - Represent equivalent forms of the same number through the use of concrete objects, drawings, word names and symbols. 2.1.3.D. - Use drawings, diagrams or models to show the concept of fraction as part of a whole. 2.5.3.C. - Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects. 2.1.3.A. - Count Home Link using whole 10-1; Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.2.3.C. - Demonstrate the concept of multiplication as repeated addition and arrays. 2.3.3.B. - Determine the measurement of objects with non- standard and standard units (e.g., US customary and metric). 2.3.3.G. - Estimate and verify measurements. 2.4.3.B. - Use measurements in everyday situations (e.g., determine the geography of the school building). 2.6.3.A. - Gather, organize and display data using pictures, tallies, charts, bar graphs and pictographs. 2.6.3.B. - Formulate and answer questions based on data shown on graphs. 2.7.3.D. - Analyze data using the concepts of largest, smallest, most often, least often and middle. 2.8.3.G. - Use a table or a chart to display information. 2.8.3.H. - Describe and interpret the data shown in tables and charts. 2.11.3.B. - Identify least and greatest values represented in bar graphs and pictographs. 2.1.3.A. - Count Home Link using whole 10-2: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.3.3.C. - Determine and compare elapsed times. 2.3.3.D. - Tell time (analog and digital) to the minute 2.1.3.A. - Count Home Link using whole 10-3: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.E. - Count, compare and make change using a collection of coins and one-dollar bills. 2.2.3.F. - Determine the reasonableness of calculated answers. 2.8.3.C. - Substitute a missing addend in a number sentence. 2.8.3.D. - Create a story to match a given combination of symbols and numbers. 2.1.3.A. - Count Home Link using whole 10-4: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.E. - Count, compare and make change using a collection of coins and one-dollar bills. 2.8.3.D. - Create a story to match a given combination of symbols and numbers. 2.9.3.A. - Name and Home Link label geometric 10-5: Home shapes in two and Connection three dimensions (e.g., circle/sphere, square/cube, triangle/pyramid, rectangle/prism). 2.9.3.B. - Build geometric shapes using concrete objects (e.g., manipulatives). 2.9.3.C. - Draw two- and three- dimensional geometric shapes and construct rectangles, squares and triangles on the geoboard and on graph paper satisfying specific criteria. 2.9.3.D. - Find and describe geometric fi gures in real life. 2.2.3.A. - Apply Home Link addition and 10-6: Home subtraction in Connection everyday situations using concrete objects. 2.3.3.A. - Compare measurable characteristics of different objects on the same dimensions (e.g., time, temperature, area, length, weight, capacity, perimeter). 2.3.3.B. - Determine the measurement of objects with non- standard and standard units (e.g., US customary and metric). 2.4.3.B. - Use measurements in everyday situations (e.g., determine the geography of the school building). 2.5.3.C. - Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects. 2.6.3.B. - Formulate and answer questions based on data shown on graphs. 2.8.3.B. - Use concrete objects and trial and error to solve number sentences and check if solutions are sensible and accurate. 2.8.3.H. - Describe and interpret the data shown in tables and charts. 2.1.3.A. - Count Home Link using whole 10-7: Home numbers (to 10,000) Connection and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s. 2.1.3.B. - Use whole numbers and fractions to represent quantities. 2.1.3.I. - Apply place- value concepts and numeration to counting, ordering and grouping. 2.5.3.C. - Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects. 2.8.3.C. - Substitute a missing addend in a number sentence.

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posted: | 11/30/2011 |

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