K

1^st

2nd

Number and Number Relations

1.        Count by ones to 20 (N-1-E) (N-3-E)

1.        Count to 100 by 1s, 5s, 10s, and 25s (N-1-E) (N-3-E) (N-4-E)

2.        Count a set of 20 or fewer objects by establishing a 1-to-1 correspondence between number names and objects (N-1-E) (N-3-E) (A-1-E)

4.        Identify the numerals for the numbers 0 through 20 (N-1-E) (N-3-E)

2.        Read and write numerals to 100 (N-1-E)

3.        Write number words for 0 to 19 (N-1-E) (N-3-E)

3.        Use the ordinal numerals 1^st through 10^th to discuss positions in ordered lists (N-1-E)

4.        Use ordinal numbers through 31^st as they relate to the calendar (N-1-E)

5.        Model and read place value in word, standard, and expanded form for numbers through 99 (N-1-E)

1.        Model, read, and write place values for numbers through 999 in word, standard, and expanded form (N-1-E)

6.        Use region models and sets of objects to demonstrate understanding of the concept of halves (N-1-E)

2.        Model the concepts of thirds, fourths, fifths and sixths using regions, sets, and fraction words (e.g., one-third, three-fourths, five-sixths) (N-1-E)

6.        Identify pennies, nickels, and dimes and their values using the cent sign (¢) (N-1-E) (N-2-E) (N-6-E) (M-1-E)

7.        Identify quarters, half-dollars, and their values (N-1-E) (N-2-E) (M-1-E)

8.        Find the value of a set of coins up to $1.00, using one denomination of coin (N-2-E) (N-6-E) (M-1-E) (M-5-E)

4.        Count and write the value of amounts of money up to $1.00 using ¢ and $ (N-2-E) (N-6-E) (M-1-E) (M-5-E)

9.        Apply estimation strategies to estimate the size of groups up to 20 (N-2-E) (N-8-E)

3.        Make reasonable estimates of the number of objects in a collection with fewer than 100 objects (N-2-E)

5.        Using a number line or chart, identify the numbers coming before/after a given number and between 2 given numbers (N-1-E) (N-3-E) (A-1-E)

10.    Using a number line or chart, locate, compare, and order whole numbers less than 100 and identify the numbers coming before/after a given number and between 2 given numbers (N-3-E) (A-1-E)

5.        Read, write, compare, and order whole numbers through 999 using words, number lines, and models (N-3-E) (N-1-E)

7.        Count forward and backward from a given number between 1 and 10 (N-3-E)

11.    From a given number between 1 and 100, count forward and backward (N-3-E)

6.        From a given number, count forward and backward and count to 100 by 2s (N-3-E) (N-1-E) (N-4-E)

8.        Compare sets containing 20 or fewer objects using the words same/different and more/less/greater/fewer (N-3-E) (N-1-E)

9.        Use concrete objects to model simple real-life addition and subtraction problems (N-4-E)

12.    Know the basic facts for addition and subtraction [0s, 1s, counting on and back 2s, doubles, doubles ± 1, then 10s facts, and related turn-around (commutative) pairs] and use them to solve real-life problems (N-4-E) (N-6-E) (N-8-E)

7.        Know all basic facts for addition and subtraction and use them to solve real-life problems (N-5-E) (N-6-E) (N-7-E) (N-8-E) (N-9-E)

10.    Use operational vocabulary (add, subtract, join, remove, take away, put together) to explore sets of objects (N-5-E)

13.    Recognize and apply addition and subtraction as inverse operations (N-4-E)

8.        Recognize, select, connect, and use operations, operational words and symbols (+, -) for addition (join, part/part/whole) or subtraction (take away, comparison, missing addend, and set/subset) situations (N-6-E) (N-5-E)

14.    Add and subtract 2-digit numbers using manipulatives (N-4-E) (N-7-E)

9.        Add and subtract 1- and 2-digit numbers (N-6-E) (N-7-E)

15.    Recognize real-life situations as addition or subtraction problems (N-5-E) (N-4-E)

16.    Given a number and number line/hundreds chart, identify the nearest ten (N-7-E)

10.    Round numbers to the nearest 10 or 100 and identify situations in which rounding is appropriate (N-7-E) (N-9-E)

11.    Use the concept of one-to-several correspondence to trade single items for a greater quantity of items with unequal value (1 nickel for 5 pennies, 1 dime for 2 nickels) (N-9-E)

Algebra

11.    Use the words same, different, equal, not equal, greater than, and less than while using concrete objects for comparative models (A-1-E)

17.    Use the equal sign (=) to express the relationship of equality (A-1-E)

12.    Model and act out story problems, physically or with objects, to solve whole number sentences with sums less than or equal to 6 (A-2-E) 

18.    Use objects, pictures, and number sentences to represent real-life problem situations involving addition and subtraction (A-1-E) (A-3-E) (N-7-E)

12.    Use number sentences to represent real-life problems involving addition and subtraction (A-1-E) (A-2-E)

19.    Use objects, pictures, and verbal information to solve for missing numbers (A-2-E) (N-7-E)

13.    Find the missing number in an equation involving addition or subtraction (e.g., # + 4 = 7, 8 - # = 3) (A-2-E) (N-4-E)

Measurement

13.    Use vocabulary such as: yesterday, today, tomorrow, hours, weeks, names of days, names of months; sequence events; and identify calendars and clocks as objects that measure time (M-1-E) (M-2-E) (M-5-E)

14.    Measure and estimate length and capacity using non-standard units (e.g., sticks, paper clips, blocks, beans) (M-2-E) (M-3-E)

20.    Measure length to the nearest inch and centimeter using appropriate tools (M-1-E) (M-2-E)

14.    Measure and appropriately label measures of length and perimeter (i.e., inch, centimeter, foot), capacity (i.e., cup, quart, liter), and weight/mass (i.e., pound, kilogram) (M-1-E)

21.    Tell time to the hour and half-hour, and identify date, day, week, month, and year on a calendar (M-1-E) (M-2-E) (M-5-E)

16.    Tell time to the nearest 5 minutes, and identify the time one hour before or after a given time (M-1-E) (M-3-E)

22.    Select appropriate non-standard units for linear measurement situations (e.g., sticks, blocks, paper clips) (M-2-E)

17.    Select and use appropriate tools and units to measure length, time, capacity, and weight (e.g., scales for pounds and kilograms; rulers for inches and centimeters; measuring containers for cup, quarts, and liters) (M-2-E)

18.    Use non-standard units to cover a given region (M-2-E)

19.    Estimate length in standard units (inch, foot, and centimeter) (M-3-E)

23.    Compare the measure of objects to benchmarks (e.g., the width of a child’s thumb is about a centimeter, the weight of a loaf of bread is about a pound, and the mass of a textbook is about a kilogram) (M-2-E)

20.    Compare units within the same system (inch is shorter than a foot, minute is shorter than an hour, day is shorter than a month, cup holds less than a quart) (M-3-E)

24.    Measure capacity using cups (M-2-E) (M-3-E) (M-1-E)

25.    Identify the thermometer as a tool for measuring temperature (M-2-E)

15.    Read a thermometer in degrees Fahrenheit and Celsius and interpret the temperature (M-1-E)

15.    Use comparative and superlative vocabulary in measurement settings (e.g., longest, shortest, most, hottest, heaviest, biggest) (M-3-E) (M-1-E) (M-2-E)

Geometry

16.    Name and identify basic shapes using concrete models (e.g., circles, squares, triangles, rectangles, rhombuses, balls, boxes, cans, cones) (G-2-E) (G-1-E) (G-4-E) (G-5-E)

17.    Compare, contrast, and sort objects or shapes according to two attributes (e.g., shape and size, shape and color, thickness and color) (G-2-E)

26.    Compare, contrast, name, and describe attributes (e.g., corner, side, straight, curved, number of sides) of shapes using concrete models [circle, rectangle (including square), rhombus, triangle] (G-1-E) (G-2-E) (G-4-E)

21.    Compare and contrast 3-dimensional shapes (i.e., sphere, cube, cylinder, cone, prism, pyramid) according to their attributes (e.g., number of faces, shape of faces) (G-2-E)

18.    Use words that indicate direction and position of objects and arrange an object in a specified position and orientation (e.g., between, behind, above) (G-3-E)

27.    Connect the informal language used for 3-dimensional shapes to their proper mathematical name (e.g., a ball is a sphere, a box is a rectangular prism, a can is a cylinder) (G-2-E)

22.    Identify a reduction or enlargement of a given shape (G-2-E)

28.    Determine if a shape has a line of symmetry by folding (G-2-E)

19.    Investigate the results of combining shapes (using paper shapes, pattern blocks, tangrams, etc.) (G-3-E) (G-1-E)

29.    Visualize, predict, and create new shapes by cutting apart and combining existing 2- and 3-dimensional shapes (G-3-E) (G-1-E)

30.    Identify congruent shapes (i.e., same size and shape) in a variety of positions and orientations (G-3-E) (G-2-E)

23.    Identify congruent 3-dimensional solids in a variety of positions and orientations (G-3-E) (G-4-E) (G-2-E)

20.    Draw circles, squares, rectangles, and triangles (G-4-E)

31.    Draw line segments (G-5-E)

24.    Identify and draw horizontal and vertical line segments (G-5-E)

Data Analysis, Probability, and Discrete Math

21.    Collect and organize concrete data using tally mark charts (D-1-E)

25.    Collect and organize data using observations, surveys, and experiments (D-1-E)

22.    Collect and organize data in a simple bar graph using pictures or objects (D-1-E) (D-2-E)

32.    Given a set of data, construct and read information from bar graphs and charts (D-1-E) (D-2-E)

26.    Construct and read line plots and tables (D-2-E)

23.    Sort, represent, and use information in simple tables and bar/picture graphs (D-2-E) (D-3-E)

27.    Interpret pictographs in which each picture represents more than one object (D-2-E)

28.    Generate questions that can be answered by collecting and analyzing data (D-3-E)

33.    Determine whether an object satisfies a simple logical classification rule (e.g., belongs and does not belong) (D-1-E)

29.    Solve logic problems involving two sets by using elementary set logic (i.e., and, or, and is/is not statements) (D-3-E)

34.    Appropriately use basic probability vocabulary (e.g., more likely to happen/less likely to happen, always/never, same as) (D-5-E)

Patterns, Relations, and Functions

24.    Recognize, copy, name, create, and extend repeating patterns (e.g., ABAB, AABB, ABBA) using concrete objects, shapes, pictures, numbers, and sounds (P-1-E)

35.    Identify, describe, and explain the patterns in repeating situations (adding the same number, e.g., 2, 5, 8, 11, or skip-counting) (P-1-E)

30.    Recognize, extend, create, and explain patterns of addition and subtraction as represented in charts and tables and in varied forms of skip-counting (P-1-E) (P-2-E)

36.    Explain patterns created with concrete objects, numbers, shapes, and colors (P-2-E)

31.    Recognize, extend, create, and explain patterns that involve simple rotations or size changes with geometric objects (P-1-E) (P-2-E)

32.    Recognize and apply patterns in problem-solving in other content areas and real-life situations (P-3-E) (N-9-E)