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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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