Count, Read and Write K 1 2 3 4 5 K.NS.2 Count forward by ones beginning from any number less than 100. NSBT.1 Extend the number sequence to: count forward by ones to 120 starting at any number; (see “b-d” below) K.NS.1 Count forward by ones and tens to 100. 1.NSBT.1 (see “a” above and c and d below) b. count by fives and tens to 100, starting at any number; 2.NSBT.2 Count by tens and hundreds to 1,000 starting with any number. K.NS.5 Count a given number of objects from 1-20 and connect this sequence in a one-to- one manner. K.NS.6 Recognize a quantity of up to ten objects in an organized arrangement (subitizing). K.NS.3 Read and write numerals from 0-20 and represent a number of objects 0-20 with a written numeral. 1.NSBT.1 (see a and b above) c. read, write and represent numbers to 100 using concrete models, standard form, 2.NSBT.3 Read, write and represent numbers through 999 using concrete models, standard form, and equations in expanded form. 3.NSBT.4 Read and write numbers through 999,999 in standard form and equations in expanded form. 4.NSBT.2 Recognize math periods and number patterns within each period to read and write in standard form large numbers through 999,999,999. 5.NSBT.3 Read and write decimal numbers in standard and expanded form. Compare two decimal numbers to thousandths using >, = or
Place Value – Compose/ Decompose K 1 2 3 4 5 K.NSBT.1 Compose and decompose numbers from 11-19 separating ten ones from the remaining ones using objects and drawings. NSBT.2 Understand place value through 99 by demonstrating that: ten ones can be thought of as a bundle (group) called a “ten”; the tens digit in a two-digit number represents the number of tens and the ones digit represents the number of ones; two-digit numbers can be decomposed in a variety of ways (e.g., 52 can be decomposed as 5 tens and 2 ones or 4 tens and 12 ones, etc.) and record the decomposition as an equation. NSBT.1 Understand place value through 999 by demonstrating that: 100 can be thought of as a bundle (group) of ten tens called a “hundred”; the hundreds digit in a three-digit number represents the number of hundreds, the tens digit represents the number of tens, and the ones digit represents the number of ones; three-digit numbers can be decomposed in multiple ways (e.g., 524 can be decomposed as 5 hundreds, 2 tens and 4 ones or 4 hundreds, 12 tens, and 4 ones etc.) 4.NSBT.1 Understand that, in a multi-digit whole number, a digit represents ten times what it represents in the place to its right. 5.NSBT.1 Understand that, in a multi-digit whole number, a digit in one place represents 10 times what it represents in the place to its right, and represents 1/10 times what the same digit represents in the place to its left. K.ATO.3 Compose and decompose numbers up to 10 using objects, drawings, and equations. 1.NSBT.5 Determine the number that is 10 more or 10 less than a given number through 99 and explain the 2.NSBT.8 Determine the number that is 10 or 100 more or less than a given number through 1,000 and explain the reasoning
expressions, or equations. ten (regroup); b. add a two-digit number and a multiple of 10. K.ATO.2 Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. 1.ATO.1 Solve real- world/story problems using addition (as a joining action and as a part-part-whole action) and subtraction (as a separation action, finding parts of the whole, and as a comparison) through 20 with unknowns in all positions. 2.ATO.1 Solve one- and two-step real-world/story problems using addition (as a joining action and as a part-part-whole action) and subtraction (as a separation action, finding parts of the whole, and as a comparison) through 99 with unknowns in all positions. 3.ATO.8 Solve two-step real- world problems using addition, subtraction, multiplication and division of whole numbers and having whole number answers. Represent these problems using equations with a letter for the unknown quantity. NOTE: REPEATED under multiplication and division. 4.ATO.3 Solve multi-step real- world problems using the four operations. Represent the problem using an equation with a variable as the unknown quantity. NOTE: Repeated below under Multiplication and Division concept. 1.ATO.2 Solve real- world/story problems that include three whole number addends whose sum is less than or equal to 20. K.ATO.4 Create a sum of 10 using objects and drawings when given one of two addends 1-9. 1.ATO.3 Apply Commutative and Associative Properties of Addition to find the sum (through 20) of two or three addends. 2.NSBT.6 Add up to four two-digit numbers using strategies based on knowledge of place value and properties of operations. 2.ATO. 4 Use repeated addition to find the total number of objects arranged in a rectangular array with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
K.ATO.5 Add and subtract fluently within 5. ATO.6 Demonstrate addition and subtraction through 20; fluency with addition and related subtraction facts through 10. 2.ATO.2 Demonstrate fluency with addition and related subtraction facts through 20. 2. NSBT.5 Add and subtract fluently through 99 using knowledge of place value and properties of operations. 3.NSBT.2 Add and subtract whole numbers fluently through 1,000 using knowledge of place value and properties of operations. 4.NSBT.4 Fluently add and subtract multi-digit whole numbers using multiple strategies to include a standard algorithm. 5.NSBT.7 Add, subtract, multiply, and divide decimal numbers to hundredths using concrete area models and drawings. NOTE: Repeated below under Multiplication and Division concept. NSF.3 Develop an understanding of addition and subtraction of fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100), based on unit fractions. Compose and decompose a fraction in more than one way, recording each composition and decomposition as an addition or subtraction equation; Add and subtract mixed numbers with like denominators; Solve real-world problems involving addition and subtraction of fractions referring to the same whole and having like denominators. 5.NSF.1 Add and subtract fractions with unlike denominators (including mixed numbers) using a variety of models including an area model and number line. 1.ATO.7 Understand the
Multiplication and Division K 1 2 3 4 5 3.ATO.1 Use concrete objects, drawings and symbols to represent multiplication facts of two single-digit whole numbers and explain the relationship between the factors (i.e., 0-10) and the product. 4.ATO.1 Interpret a multiplication equation as a comparison (e.g. interpret 35 = 5x7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5.) Represent verbal statements of multiplicative comparisons as multiplication equations. 4.ATO.4 Recognize that a whole number is a multiple of each of its factors. Find all factors for a whole number in the range 1-100 and determine whether the whole number is prime or composite. 3.NSBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90, using knowledge of place value and properties of operations. 4.NSBT.5 Multiply up to a four-digit number by a one- digit number and multiply a two-digit number by a number using strategies based on place value and the properties of operations. Illustrate and explain the calculations by using rectangular arrays, area models and/or equations. 5.NSBT.5 Fluently multiply multi-digit whole numbers using strategies to include a standard algorithm. 3.ATO.2 Use concrete objects, drawings and symbols to represent division without remainders and explain the 4.NSBT.6 Divide up to a four- digit dividend by a one-digit divisor using strategies based on place value, the properties of 5.NSBT.6 Divide up to a four-digit dividend by a two-digit divisor, using strategies based on place two-
Geometry - Plane K 1 2 3 4 5 K.G.1 Describe positions of objects by appropriately using terms including below, above, beside, between, inside, outside, in front of, or behind. 5.G.1 Define a coordinate system. The x- and y- axes are perpendicular number lines that intersect at 0 (the origin); Any point on the coordinate plane can be represented by its coordinates; The first number in an ordered pair is the x- coordinate and represents the horizontal distance from the origin; The second number in an ordered pair is the y- coordinate and represents the vertical distance from the origin. 5.G.2 Plot and interpret points in the first quadrant of the coordinate plane to represent and mathematical situations. ATO.3 Investigate the relationship between two numerical patterns. Generate two numerical patterns given two rules and organize in tables; world
Translate the two numerical patterns into two sets of ordered pairs; Graph the two sets of ordered pairs on the same coordinate plane; Identify the relationship between the two numerical patterns. NOTE: The whole standard is repeated above under patterns to emphasize the importance of connecting the pattern to the coordinate plane. Geometry – (Dimensional) 2-D and 3-D K 1 2 3 4 5 K.G.2 Identify and describe a given shape and shapes of objects in everyday situations to include shapes (i.e., triangle, square, rectangle, hexagon, and circle) and shapes (i.e., cone, cube, cylinder, and sphere). 1.G.4 Identify and name two- dimensional shapes (i.e., square, rectangle, triangle, hexagon, rhombus, trapezoid, and circle). 2.G.1 Identify triangles, quadrilaterals, hexagons, and cubes. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. 3.G.4 Identify a three- dimensional shape (i.e., right rectangular prism, right triangular prism, pyramid) based on a given two- dimensional net and explain the relationship between the shape and the net. K.G.3 Classify shapes as two-
and why the measurements differ. 2.MDA.5 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences through 99 on a number line diagram. 4.MDA.1 Convert measurements within a single system of measurement, customary (i.e., in., ft., yd., oz., lb., sec., min., hr.) or metric (i.e., cm, m, km, g, kg, mL, L) from a larger to a smaller unit. 5.MDA.1 Convert measurements within a single system of measurement, customary (i.e., in., ft., yd., oz., lb., sec., min., hr.) or metric (i.e., mm, cm, m, km, g, kg, mL, L) from a larger to a smaller unit and a smaller to a larger unit. 4.MDA.2 Solve real problems involving distance/length, intervals of time within 12 hours, liquid volume, mass, and money using the four operations. 3.G.3 Use a right angle as a benchmark to identify and sketch acute and obtuse angles. 4.G.1 Draw points, lines, line segments, rays, angles (i.e., right, acute, obtuse), and parallel and perpendicular lines. Identify these in two- dimensional figures.
Data K 1 2 3 4 5 K.MDA.4 Represent data using object and picture graphs, and draw conclusions from the graphs. 1.MDA.4 Collect, organize, and represent data with up to 3 categories using object graphs, picture graphs, t- charts and tallies. 2.MDA.9 Collect, organize, and represent data with up to four categories using picture graphs and bar graphs with a single-unit scale. 3.MDA.3 Collect, organize, classify, and interpret data with multiple categories and draw a scaled picture graph and a scaled bar graph to represent the data. 2.MDA.8 Generate data by measuring objects in whole- unit lengths and organize the data in a line plot using a horizontal scale marked in whole number units. 3.MDA.4 Generate data by measuring length to the nearest inch, half-inch and quarter-inch and organize the data in a line plot using a horizontal scale marked off in appropriate units. 4.MDA.4 Create a line plot to display a data set (i.e., generated by measuring length to the nearest quarter-inch and eighth-inch) and interpret the line plot. 5.MDA.2 Create a line plot consisting of unit fractions and use operations on fractions to solve problems related to the line plot. 1.MDA.5 Draw conclusions from given object graphs, picture graphs, t-charts, tallies, and bar graphs. 2.MDA.10 Draw conclusions from t-charts, object graphs, picture graphs, and bar graphs. Sort and Classify K 1 2 3 4 5 K.MDA.3 Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category.