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- 1. Mathematical process standards
- 1.1. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
- 1.1A. Apply mathematics to problems arising in everyday life, society, and the workplace.
- 1.1B. Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.
- 1.1C. Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.
- 1.1D. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.
- 1.1E. Create and use representations to organize, record, and communicate mathematical ideas.
- 1.1F. Analyze mathematical relationships to connect and communicate mathematical ideas.
- 1.1G. Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
- 1.1. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
- 1. Number and operations
- 1.2. The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value.
- 1.2A. Recognize instantly the quantity of structured arrangements.
- 1.2B. Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones.
- 1.2C. Use objects, pictures, and expanded and standard forms to represent numbers up to 120.
- 1.2D. Generate a number that is greater than or less than a given whole number up to 120.
- 1.2E. Use place value to compare whole numbers up to 120 using comparative language.
- 1.2F. Order whole numbers up to 120 using place value and open number lines.
- 1.2G. Represent the comparison of two numbers to 100 using the symbols >, <, or =.
- 1.3. The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems.
- 1.3A. Use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99.
- 1.3B. Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] – 3.
- 1.3C. Compose 10 with two or more addends with and without concrete objects.
- 1.3D. Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10.
- 1.3E. Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences.
- 1.3F. Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20.
- Model the addition problem
- Number bonds
- Combination of numbers
- Rapid addition
- Hopping rabbit
- Where is the acorn?
- How fast can you subtract?
- Horizontal and vertical subtraction
- Subtraction 1-9 using number line
- The jumping monkey
- Number line addition
- Find the missing number
- Add using a number line (1-9)
- 1.4. The student applies mathematical process standards to identify coins, their values, and the relationships among them in order to recognize the need for monetary transactions.
- 1.4A. Identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them.
- 1.4B. Write a number with the cent symbol to describe the value of a coin.
- 1.4C. Use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes.
- 1.2. The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value.
- 1. Algebraic reasoning
- 1.5. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships.
- 1.5A. Recite numbers forward and backward from any given number between 1 and 120.
- 1.5B. Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set.
- 1.5C. Use relationships to determine the number that is 10 more and 10 less than a given number up to 120.
- 1.5D. Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences.
- What is addition?
- Add the given objects
- Other ways of representing addition
- Model the addition problem
- Number bonds
- Combination of numbers
- Rapid addition
- Fill the grid
- Addition(1-9) - Combat Zone
- The jumping monkey
- Number line addition
- Find the missing number
- Add using a number line (1-9)
- Subtraction as taking away
- Hopping rabbit
- Where is the acorn?
- How fast can you subtract?
- Horizontal and vertical subtraction
- Subtraction 1-9 using number line
- 1.5E. Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s).
- 1.5F. Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation.
- 1.5G. Apply properties of operations to add and subtract two or three numbers
- 1.5. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships.
- 1. Geometry and measurement
- 1.6. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties.
- 1.6A. Classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language.
- 1.6B. Distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape.
- 1.6C. Create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons.
- 1.6D. Identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language.
- 1.6E. Identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language.
- 1.6F. Compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible.
- 1.6G. Partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words.
- 1.6H. Identify examples and non-examples of halves and fourths.
- 1.7. The student applies mathematical process standards to select and use units to describe length and time.
- 1.7A. Use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement.
- 1.7B. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other.
- 1.7C. Measure the same object/distance with units of two different lengths and describe how and why the measurements differ.
- 1.7D. Describe a length to the nearest whole unit using a number and a unit.
- 1.7E. Tell time to the hour and half hour using analog and digital clocks.
- 1.6. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties.
- 1. Data analysis
- 1.8. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems.
- 1. Personal financial literacy