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Document Sample

```					Everyday Mathematics
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
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
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
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
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

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.
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
subtraction
stories; Complete
number models
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
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
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;
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
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

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:
Use dominoes to   Watch for children facts and fact power
solve additon     who need t use
problems          counters, fingers,
dominoes, and
number lines to
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
including +0 and   Assess children's
+1, and doubles;   ability to write
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
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.
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
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
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
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.
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
models; Write        Achievement:          fact families.
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
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.
subtraction facts.    Table to solve
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
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
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
such as 10 cubes
for 1 long, but do
not remove the 10
cubes from the
total amount of
blocks; who make
counting errors
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
subtraction
problems with
and without
manipulatives
and tools; Use
number-grid
patterns to solve
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.
subtraction of 2-    to add or subtract
digit by 2-digit     when solving a
numbers; Tell,       number story
write, and solve
number stories;
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.
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
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
subtraction of 2-                        temperature
digit whole                              differences.
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
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.
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
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.
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.

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.
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.
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.

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.

subtraction in         Connection
everyday situations
using concrete
objects.

2.2.3.F. - Determine
the reasonableness
of calculated

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.
1-14: Home
Connection

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
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.
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.

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
the quantity, size
and shape of objects
and groups of
objects.
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.

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.

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
the quantity, size
and shape of objects
and groups of
objects.

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
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.

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.
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
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.

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.

2-14: Unit 3
Family
Letter
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.

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.

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.

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.
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
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.

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.

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.

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.

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
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.

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.
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
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.

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
subtraction in
everyday situations
using concrete
objects.
2.4.3.A. - Make,
check and verify
the quantity, size
and shape of objects
and groups of
objects.

3-15: Unit 4
Family
Letter

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).

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).
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).

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).

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).

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
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.
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.

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.
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.

Demonstrate               4-11: Home
knowledge of basic        Connection
facts in four basic
operations.

2.2.3.A. - Apply
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.

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.

4-13:
Family
Letter
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.
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.

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
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.
subtraction in          Connection
everyday situations
using concrete
objects.

2.2.3.B. - Solve
single- and double-
subtraction
problems with
regrouping in
vertical form.
2.2.3.G. - Explain
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 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.

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
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 number sentence.
2.11.3.A. - Identify
whole number
quantities and
measurements from
least to most and
greatest value.

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.

Demonstrate              5-9: Home
knowledge of basic       Connection
facts in four basic
operations.

2.2.3.A. - Apply
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
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.

the inverse          5-10: Home
relationship between Connection
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.

approximate, round      5-11: Home
or use exact            Connection
numbers as
appropriate.

2.1.3.K. - Describe
the inverse
relationship between
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 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
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.

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.

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
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.
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.
the inverse          6-3: Home
relationship between Connection
subtraction.

2.1.3.L. -
Demonstrate
knowledge of basic
facts in four basic
operations.
2.2.3.A. - Apply
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.

the inverse          6-4: Home
relationship between Connection
subtraction.

2.1.3.L. -
Demonstrate
knowledge of basic
facts in four basic
operations.

the inverse          6-5: Home
relationship between Connection
subtraction.

2.1.3.L. -
Demonstrate
knowledge of basic
facts in four basic
operations.
2.2.3.A. - Apply
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.

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
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.

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.

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.

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.

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
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.

6-13:
Family
Letter

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.
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.

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.

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
line.
2.9.3.H. - Show
relationships
between and among
figures using
reflections.
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.
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
subtraction in
everyday situations
using concrete
objects.
2.2.3.F. - Determine
the reasonableness
of calculated
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.

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.

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.

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
subtraction in
everyday situations
using concrete
objects.
2.2.3.C. -
Demonstrate the
concept of
multiplication as
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.

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.

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
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.

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
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.
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
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
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.

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
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
2.8.3.C. - Substitute
a number sentence.
2.8.3.D. - Create a
story to match a
given combination of
symbols and
numbers.

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.
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
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.

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