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1.NO
Number and Operations
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1.NO.1
Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems.
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1
Whole Numbers
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1.NO.1.1.1
Use efficient strategies to count a given set of objects in groups of 10 up to 100
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1.NO.1.1.2
Represent a whole number less than 15 in all possible ways using composition and decomposition
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1.NO.1.1.2.a
Composition: 10 can be made by combining 1 and 9, 2 and 8, 3 and 7, 4 and 6, 5 and 5
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1.NO.1.1.2.b
Decomposition: 10 can be separated into 1 and 9, 2 and 8, 3 and 7, 4 and 6, and 5 and 5
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1.NO.1.1.3
Connect various physical models and representations to the quantities they represent using number names, numerals and number words to 20 with and without appropriate technology
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1.NO.1.1.4
Represent numbers to 20 in various forms
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1.NO.1.1.5
Use multiple models to develop understandings of place value including tens and ones
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1.NO.1.1.6
Recognize the number or quantity of sets up to 10 without counting, regardless of arrangement
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1.NO.1.1.7
Estimate the results of whole number addition and subtraction problems and judge the reasonableness
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1.NO.1.1.8
Determine relative position using ordinal numbers (first through twelfth)
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1.NO.1.1.9
Compare 2 numbers, with less than 12 in each set, using objects and pictures with and without appropriate technology
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1.NO.1.1.10
Compare 2 numbers, less than 100 using mathematical language of greater than, equal to (same amount as), less than
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1
Rational Numbers
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1.NO.1.1.11
Communicate the relative position of any number less than 20 (18 is less than 20 and greater than 12)
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1.NO.1.1.12
Represent commonly used fractions using words and physical models for halves, thirds and fourths
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1.NO.2
Students shall understand meanings of operations and how they relate to one another.
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Number Theory
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1.NO.2.1.1
Count on (forward) and back (backward) using physical models or a number line starting at any whole number up to fifty
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1.NO.2.1.2
Develop an understanding of the commutative (turn around facts) and identity (+0) properties of addition using objects
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1.NO.2.1.3
Apply number theory
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1.NO.2.1.3.a
determine if a 1- digit number is odd or even
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1.NO.2.1.3.b
use the terms sum and difference in appropriate context
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1.NO.2.1.3.c
use conventional symbols (+, -,=) to represent the operations of addition and subtraction
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Whole Number Operations
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1.NO.2.1.4
Use physical, pictorial and symbolic models to demonstrate various meanings of addition and subtraction See Appendix for examples.
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1.NO.2.1.5
Identify and use relationships between addition and subtraction to solve problems in contextual situations involving whole numbers
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1.NO.2.1.6
Model and represent division as sharing equally in contextual situations
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1.NO.3
Students shall compute fluently and make reasonable estimates.
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Computational Fluency-Addition and Subtraction
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1.NO.3.1.1
Develop strategies for basic addition facts
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1.NO.3.1.1.a
counting all
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1.NO.3.1.1.b
counting on
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1.NO.3.1.1.c
one more, two more
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1.NO.3.1.1.d
doubles
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1.NO.3.1.1.e
doubles plus one or minus one
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1.NO.3.1.1.f
make ten
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1.NO.3.1.1.g
using ten frames
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1.NO.3.1.1.h
Identity Property (adding zero)
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1.NO.3.1.2
Develop strategies for basic subtraction facts
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1.NO.3.1.2.a
relating to addition
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1.NO.3.1.2.b
one less, two less
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1.NO.3.1.2.c
all but one
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1.NO.3.1.2.d
using ten frames of the answers
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Application of Computation
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1.NO.3.1.3
Solve problems by using a variety of methods and tools (e.g., objects, mental computations, paper and pencil and with and without appropriate technology)
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1.A
Algebra
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1.A.4
Students shall recognize, describe and develop patterns, relations and functions.
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1
Sort and Classify
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1.A.4.1.1
Sort and classify objects by one or two attributes in more than one way
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Recognize, describe and develop patterns
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1.A.4.1.2
Identify and describe patterns in the environment
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1.A.4.1.3
Use patterns to count forward and backward when given a number less than or equal to 50
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1.A.4.1.4
Identify, describe and extend skip-counting patterns by 2s
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1.A.4.1.5
Identify a number that is one more or one less than any whole number less than 100
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1.A.4.1.6
Recognize, extend, and create simple repeating and growing patterns using a wide variety of materials and describe them using words, pictures or symbols
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1.A.5
Students shall represent and analyze mathematical situations and structures using algebraic symbols.
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1
Expressions, Equations and Inequalities
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1.A.5.1.1
Select and/or write number sentences to find the unknown in problem- solving contexts involving single-digit addition and subtraction using appropriate labels
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1.A.5.1.2
Recognize that "=" indicates a relationship in which the quantities on each side of an equation are equal
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1.A.5.1.3
Recognize that symbols such as "square", "triangle" and "diamond" in an addition or subtraction equation, represent a missing value that will make the statement true
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1.A.6
Students shall develop and apply mathematical models to represent and understand quantitative relationships.
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Algebraic Models and Relationships
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1.A.6.1.1
Explore the use of a chart or table to organize information and to understand relationships
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1.A.7
Students shall analyze change in various contexts.
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Analyze Change
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1.A.7.1.1
Interpret qualitative change
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1.G
Geometry
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1.G.8
Students shall analyze characteristics and properties of 2 and 3 dimensional geometric shapes and develop mathematical arguments about geometric relationships.
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Characteristics and Properties - Three Dimensional
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1.G.8.1.1
Compare 3-D solids (sphere, cube, rectangular prism, cone, and cylinder) by investigating their physical characteristics
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1.G.8.1.2
Investigate the presence of threedimensional objects in the environment
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Characteristics and Properties - Two Dimensional
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1.G.8.1.3
Compare and make geometric figures (triangle, rectangle [including square] and circle) by investigating their physical characteristics independent of position or size
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1.G.9
Students shall apply transformations and the use of symmetry to analyze mathematical situations.
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Symmetry and Transformations
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1.G.9.1.1
Identify a line or lines of symmetry in two - dimensional figures and justify by folding
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1.G.9.1.2
Manipulate twodimensional figures through slides, flips and turns
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1.G.10
Students shall specify locations and describe spatial relationships using coordinate geometry and other representational systems.
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Coordinate Geometry
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1.G.10.1.1
Extend the use of location words to include distance (near, far, close to) and direction (left and right)
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1.G.11
Students shall use visualization, spatial reasoning and geometric modeling.
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Spatial Visualization and Models
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1.G.11.1.1
Replicate a simple twodimensional figure from a briefly displayed example or from a description
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1.G.11.1.2
Recognize that new figures can be created by combining and subdividing models of existing figures
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1.M
Measurement
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1.M.12
Students shall use attributes of measurement to describe and compare mathematical and real-world objects.
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1
Time: Calendar
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1.M.12.1.1
Recognize the number of days in a week and the number of days in a month using a calendar
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1.M.12.1.2
Orally sequence the months of the year
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Time: Clock
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1.M.12.1.3
Recognize that an hour is longer than a minute and a minute is longer than a second
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Money
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1.M.12.1.4
Recognize and identify attributes of penny, nickel, dime, quarter and dollar bill
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1.M.12.1.5
State the values of a penny, nickel, dime, and quarter and dollar bill
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1.M.12.1.6
Compare the value of coins (pennies, nickels, dimes and quarters)
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Temperature
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1.M.12.1.7
Distinguish between hot and cold temperatures on a thermometer
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Tools and Attributes
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1.M.12.1.8
Recognize attributes of measurement (length, weight, capacity and mass) and identify appropriate tools used to measure each attribute
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1.M.13
Students shall identify and use units, systems and processes of measurement.
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Calendar
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1.M.13.1.1
Use a calendar to determine elapsed time involving a time period of one week
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Clock
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1.M.13.1.2
Tell time to the half-hour
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Elapsed Time
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1.M.13.1.3
Determine elapsed time (to the hour) in contextual situations
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1.M.13.1.3.a
End time unknown
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1.M.13.1.3.b
Elapsed hours unknown
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1.M.13.1.3.c
Beginning time unknown
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Money
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1.M.13.1.4
Determine the value of a small collection of coins (with a total value up to one dollar) using 1 or 2 different types of coins, including pennies, nickels, dimes and quarters
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1.M.13.1.5
Represent and write the value of money using the cent sign
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1.M.13.1.6
Show different combination of coins that have the same value
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Temperature
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Applications
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1.M.13.1.7
Select the appropriate non-standard measurement tools for length, capacity and mass
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1.M.13.1.8
Estimate and measure length, capacity/volume and mass with nonstandard units
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Perimeter
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1.M.13.1.9
Surround a figure with objects and tell how many it takes to go around
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Area
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1.M.13.1.10
Cover a figure with squares and tell how many it takes
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1.DAP
Data Analysis and Probability
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1.DAP.14
Students shall formulate questions that can be addressed with data and collect, organize and display relevant data to answer them.
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Collect, Organize and display data
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1.DAP.14.1.1
Identify the purpose for data collection and collect, organize and display physical objects for describing the results
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1.DAP.15
Students shall select and use appropriate statistical methods to analyze data.
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Data Analysis
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1.DAP.15.1.1
Analyze and interpret concrete and pictorial graphs (i.e. bar graphs, pictographs, Venn diagrams, T-chart)
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1.DAP.15.1.2
Make a true statement about the data displayed on a graph or chart (i.e. 5 people ride the bus)
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1.DAP.16
Students shall develop and evaluate inferences and predictions that are based on data.
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Inferences and Predictions
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1.DAP.16.1.1
Explore making simple predictions for a given set of data
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1.DAP.17
Students shall understand and apply basic concepts of probability.
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Probability
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1.DAP.17.1.1
Describe the probability of an event as being more, less, or equally likely to occur
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