N-8-E

selecting and using appropriate computational methods and tools for given situations involving whole numbers (e.g., estimation, mental arithmetic, calculator, or paper and pencil);

N-9-E

demonstrating the connection of number and number relations to the other strands and to real-life situations

A-1-E

demonstrating a conceptual understanding of variables, expressions, equations, and inequalities (e.g., use letters or boxes to represent values; understand =, …, <, and > symbols);

2.  Count a set of 20 or fewer objects by establishing a 1-to-1 correspondence between number names and objects

5.  Using a number line or chart, identify the numbers coming before/after a given number and between 2 given numbers

11.  Use the words same, different, equal, not equal, greater than, and less than while using concrete objects for comparative models

A-2-E

modeling and developing strategies for solving equations and inequalities;

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-3-E

recognizing the connection of algebra to the other strands and to real-life situations (e.g., number sentences or formulas to represent real-world problems).

M-1-E

applying (measure or solve measurement problem) the concepts of length (inches, feet, yards, miles, millimeters, centimeters, decimeters, meters, kilometers), area, volume, capacity (cups, liquid pints and quarts, gallons, milliliters, liters), weight (ounces, pounds, tons, grams, kilograms), mass, time (seconds, minutes, hours, days, weeks, months, years), money, and temperature (Celsius and Fahrenheit) to real-world experiences;

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

15.  Use comparative and superlative vocabulary in measurement settings (e.g., longest, shortest, most, hottest, heaviest, biggest)

M-2-E

selecting and using appropriate standard and non-standard units of measure (e.g., paper clips and Cuisenaire rods) and tools for measuring length, area, capacity, weight/mass, and time for a given situation by considering the purpose and precision required for the task;

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

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

15.  Use comparative and superlative vocabulary in measurement settings (e.g., longest, shortest, most, hottest, heaviest, biggest)

M-3-E

using estimation skills to describe, order, and compare measures of length, capacity, weight/mass, time, and temperature;

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

15.  Use comparative and superlative vocabulary in measurement settings (e.g., longest, shortest, most, hottest, heaviest, biggest)

M-4-E

converting from one unit of measurement to another within the same system (customary and metric); comparisons between systems should be based on intuitive reference points, not formal computations (e.g., a meter is a little longer than a yard);

M-5-E

demonstrating the connection of measurement to the other strands and to real-life situations

13.  Use vocabulary such as: yesterday, today, tomorrow, hours, weeks, names of days, names of months; sequence events; and identify calendars and clock as objects that measure time

G-1-E

determining the relationships among shapes;

16.  Name and identify basic shapes using concrete models (e.g., circles, squares, triangles, rectangles, rhombuses, balls, boxes, cans, cones)

19.  Investigate the results of combining shapes (using paper shapes, pattern blocks tangrams, etc.)

G-2-E

identifying, describing, comparing, constructing, and classifying two-dimensional and three-dimensional geometric shapes using a variety of materials;

16.  Name and identify basic shapes using concrete models (e.g., circles, squares, triangles, rectangles, rhombuses, balls, boxes, cans, cones)

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

G-3-E

making predictions regarding combinations, subdivisions, and transformations (slides, flips, turns) of simple plane geometric shapes;

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)

19.  Investigate the results of combining shapes (using paper shapes, pattern blocks tangrams, etc.)

G-4-E

drawing, constructing models, and comparing geometric shapes, with special attention to developing spatial sense;

16.  Name and identify basic shapes using concrete models (e.g., circles, squares, triangles, rectangles, rhombuses, balls, boxes, cans, cones)

20.  Draw circles, squares, rectangles, and triangles

G-5-E

identifying and drawing lines and angles and describing their relationships to each other and to the real world;

16.  Name and identify basic shapes using concrete models (e.g., circles, squares, triangles, rectangles, rhombuses, balls, boxes, cans, cones)

G-6-E

demonstrating the connection of geometry to the other strands and to real-life situations

D-1-E

collecting, organizing, and describing data based on real-life situations;

21.  Collect and organize concrete data using tally mark charts

22.  Collect and organize data in a simple bar graph using pictures or objects

D-2-E

constructing, reading, and interpreting data in charts, graphs, tables, etc;

22.  Collect and organize data in a simple bar graph using pictures or objects

23.  Sort, represent, and use information in simple tables and bar/picture graphs

D-3-E

formulating and solving problems that involve the use of data;

23.  Sort, represent, and use information in simple tables and bar/picture graphs

D-4-E

exploring, formulating, and solving sequence-of-pattern problems involving selection and arrangement of objects/numerals;

D-5-E

predicting outcomes based on probability (e.g., make predictions of same chance, more likely, or less likely; determine fair and unfair games);

D-6-E

demonstrating the connection of data analysis, probability, and discrete math to other strands and real-life situations

P-1-E

recognizing, describing, extending, and creating a wide variety of numerical (e.g., skip counting of whole numbers), geometrical, and statistical patterns;

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

P-2-E

representing and describing mathematical relationships using tables, variables, open sentences, and graphs;

P-3-E

recognizing the use of patterns, relations, and functions in other strands and in real-life situations