Standards in this Framework
Standard | Lessons |
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1.1(A)
Apply mathematics to problems arising in everyday life, society, and the workplace. |
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1.1(B)
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. |
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1.1(C)
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. |
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1.1(D)
Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. |
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1.1(E)
Create and use representations to organize, record, and communicate mathematical ideas. |
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1.1(F)
Analyze mathematical relationships to connect and communicate mathematical ideas. |
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1.1(G)
Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. |
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1.2(A)
Recognize instantly the quantity of structured arrangements. |
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1.2(B)
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. |
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1.2(C)
Use objects, pictures, and expanded and standard forms to represent numbers up to 120. |
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1.2(D)
Generate a number that is greater than or less than a given whole number up to 120. |
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1.2(E)
Use place value to compare whole numbers up to 120 using comparative language. |
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1.2(F)
Order whole numbers up to 120 using place value and open number lines. |
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1.2(G)
Represent the comparison of two numbers to 100 using the symbols >, <, or =. |
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1.3(A)
Use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99. |
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1.3(B)
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. |
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1.3(C)
Compose 10 with two or more addends with and without concrete objects. |
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1.3(D)
Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10. |
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1.3(E)
Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences. |
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1.3(F)
Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20. |
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1.4(A)
Identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them. |
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1.4(B)
Write a number with the cent symbol to describe the value of a coin. |
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1.4(C)
Use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes. |
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1.5(A)
Recite numbers forward and backward from any given number between 1 and 120. |
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1.5(B)
Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set. |
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1.5(C)
Use relationships to determine the number that is 10 more and 10 less than a given number up to 120. |
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1.5(D)
Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences. |
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1.5(E)
Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s). |
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1.5(F)
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. |
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1.5(G)
Apply properties of operations to add and subtract two or three numbers. |
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1.6(A)
Classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language. |
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1.6(B)
Distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape. |
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1.6(C)
Create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons. |
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1.6(D)
Identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language. |
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1.6(E)
Identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language. |
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1.6(F)
Compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible. |
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1.6(G)
Partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words. |
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1.6(H)
Identify examples and non-examples of halves and fourths. |
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1.7(A)
Use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. |
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1.7(B)
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. |
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1.7(C)
Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. |
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1.7(D)
Describe a length to the nearest whole unit using a number and a unit. |
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1.7(E)
Tell time to the hour and half hour using analog and digital clocks. |
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1.8(A)
Collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts. |
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1.8(B)
Use data to create picture and bar-type graphs. |
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1.8(C)
Draw conclusions and generate and answer questions using information from picture and bar-type graphs. |
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1.9(A)
Define money earned as income. |
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1.9(B)
Identify income as a means of obtaining goods and services, oftentimes making choices between wants and needs. |
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1.9(C)
Distinguish between spending and saving. |
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1.9(D)
Consider charitable giving. |
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