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1.
Use ordinal numbers to order objects; e.g., first, second, third.
2.
Recognize and generate equivalent forms for the same number using
physical models, words and number expressions; e.g., concept of
ten is described by “10 blocks,” full tens frame, numeral 10,
5 + 5, 15 - 5, one less than 11, my brother’s age.
3.
Read and write the numerals for numbers to 100.
4.
Count forward to 100, count backwards from 100, and count or
backward starting at any number between 1 and 100.
5.
Use place value concepts to represent whole numbers using
numerals, words, expanded notation and physical models with ones
and tens. For example:
a.
Develop
a system to group and count by twos, fives and tens.
b.
Identify
patterns and groupings in a 100’s chart and relate to place
value concepts.
c.
Recognize
the first digit of a two-digit number as the most important to
indicate size of a number and the nearness to 10 or 100.
6.
Identify
and state the value of a penny, nickel, dime, quarter and dollar.
7.
Determine
the value of a small collection of coins (with a total value up to
one dollar) using 1 or 2 different type coins, including pennies,
nickels, dimes and quarters.
8.
Show
different combinations of coins that have the same value.
9.
Represent
commonly used fractions using words and physical models for
halves, thirds and fourths, recognizing fractions are represented
by equal size parts of a whole and of a set of objects.
10.
Model,
represent and explain addition as combining sets (part + part =
whole) and counting on. For example:
a.
Model
and explain addition using physical materials in contextual
situations.
b.
Draw
pictures to model addition.
c.
Write
number sentences to represent addition.
d.
Explain
that adding two whole numbers yields a larger whole number.
11.
Model,
represent and explain subtraction as take-away and comparison.
For example:
a.
Model
and explain subtraction using physical materials in contextual
situations.
b.
Draw
pictures to model subtraction.
c.
Write
number sentences to represent subtraction.
d.
Explain
that subtraction of whole numbers yields an answer smaller than
the original number.
12.
Use
conventional symbols to represent the operations of addition and
subtraction.
13.
Model
and represent multiplication as repeated addition and rectangular
arrays in contextual situations; e.g., four people will be at my
party and if I want to give 3 balloons to each person, how many
balloons will I need to buy?
14.
Model
and represent division as sharing equally in contextual
situations; e.g., sharing cookies.
15.
Demonstrate
that equal means “the same as” using visual representations.
16.
Develop
strategies for basic addition facts, such as:
a.
counting all;
b.
counting on;
c.
one
more, two more;
d.
doubles;
e.
doubles
plus or minus one;
f.
make ten;
g.
using
tens frames;
h.
identity
property (adding zero).
17.
Develop
strategies for basic subtraction facts, such as:
a.
relating to addition (for example, think of 7 - 3 = ? as
“3 plus ? equals 7”);
b.
one
less, two less;
c.
all
but one (for example, 8 - 7, 5 - 4);
d.
using
tens frames;
e.
missing addends.
Measurement Standard
1.
Recognize and explain the need for fixed units and tools for
measuring length and weight; e.g., rulers and balance scales.
2.
Tell time to the hour and half hour on digital and analog (dial)
timepieces.
3.
Order a sequence of events with respect to time; e.g., summer,
fall, winter and spring; morning, afternoon and night.
4.
Estimate and measure weight using non-standard units; e.g., blocks
of uniform size.
5.
Estimate and measure lengths using non-standard and standard
units; i.e., centimeters, inches and feet.
Geometry and Spatial Sense Standard
1.
Identify, compare and sort two-dimensional shapes; i.e., square,
circle, ellipse, triangle, rectangle, rhombus, trapezoid,
parallelogram, pentagon and hexagon. For example:
a. Recognize and
identify triangles and rhombuses independent of position, shape or
size;
b. Describe
two-dimensional shapes using attributes such as number of sides
and number of vertices (corners or angles).
2. Create new
shapes by combining or cutting apart existing shapes.
3.
Identify the shapes of the faces of three-dimensional
objects.
4.
Extend the use of location words to include distance (near,
far, close to) and directional words (left, right).
5.
Copy figures and draw simple two-dimensional shapes from
memory.
Patterns, Functions and Algebra Standard
1. Sort,
classify and order objects by two or more attributes, such as
color and shape, and explain
how objects were sorted.
2. 2.
Extend sequences of sounds, shapes or simple number
patterns, and create and record similar patterns. For example:
a. Analyze and
describe patterns with multiple attributes using numbers and
shapes; e.g., AA, B, aa, b, AA, B, aa, b,…
b.
Continue
repeating and growing patterns with materials, pictures and
geometric items; e.g., XO, XOO, XOOO, XOOOO.
3.
Describe
orally the basic unit or general plan of a repeating or growing
pattern.
4.
Solve open sentences by representing an expression in more
than one way using the commutative property; e.g., 4 + 5 = 5 + 4
or the number of blue balls plus red balls is the same as the
number of red balls plus blue balls
(R + B = B + R).
5.
Describe orally and model a problem situation using words,
objects or number phrase or sentence.
Data Analysis and Probability Standard
1.
Identify multiple categories for sorting data.
2.
Collect and organize data into charts using tally marks.
3.
Display
data in picture graphs with units of 1 and bar graphs with
intervals of 1.
4.
Read and interpret charts, picture graphs and bar graphs as
sources of information to identify main ideas, draw conclusions,
and make predictions.
5.
Construct a
question that can be answered by using information from a graph.
6. Arrange five
objects by an attribute, such as size or weight, and identify the
ordinal position of each object.
7.
Answer questions about the number of objects represented in a
picture graph, bar graph or table graph; e.g., category with most,
how many more in a category compared to another, how many
altogether in two categories.
8. Describe the
likelihood of simple events as possible/impossible and more
likely/less likely; e.g., when using spinners or number cubes in
classroom activities.
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