7.1

R

KP2

Kindergarten Standard

7.2

R/T

KG2/2G2

Identify, describe, draw, and compare two-dimensional shapes, including both polygonal (up to six sides) and curved figures such as circles.

7.3

R

KP2/KG2

Kindergarten Standard

7.4

R

KG3

Kindergarten Standard

7.5

R

KP2

Kindergarten Standard

7.6

T

2G1

Describe attributes and parts of two- and three-dimensional shapes, e.g., length of sides, and number of corners, edges, faces, and sides.

7.7

T

PS

Draw a Picture

Strategy

8.1

R

KG4

Kindergarten Standard

8.2

R

KG4

Kindergarten Standard

8.3

S

3G5

3^rd Grade Standard

8.4

T

2G4

Identify shapes that have been rotated (turned), reflected (flipped), translated (slid), and enlarged. Describe direction of translations, e.g., left, right, up, down.

8.5

T

2P1

Identify, reproduce, describe, extend, and create simple rhythmic, shape, size, number, color, and letter repeating patterns.

Describe, predict, and Extend a Pattern

8.6

T

2P1

Identify, reproduce, describe, extend, and create simple rhythmic, shape, size, number, color, and letter repeating patterns.

Identify and Create Patterns

8.7

T

2P1

Identify, reproduce, describe, extend, and create simple rhythmic, shape, size, number, color, and letter repeating patterns.

8.8

T

2G5

Identify symmetry in two-dimensional shapes.

8.9

T

PS

Find a Pattern

Strategy

9.1

T

2N3

Identify and represent common fractions (1/2, 1/3, 1/4) as parts of wholes, parts of groups, and numbers on the number line.

Identify and Count Equal parts

9.2

T

2N3

Identify and represent common fractions (1/2, 1/3, 1/4) as parts of wholes, parts of groups, and numbers on the number line.

Identify ½ of a Whole

9.3

T

2N3

Identify and represent common fractions (1/2, 1/3, 1/4) as parts of wholes, parts of groups, and numbers on the number line.

Identify ¼ and 1/3 of a whole

9.4

T

2N3

Identify and represent common fractions (1/2, 1/3, 1/4) as parts of wholes, parts of groups, and numbers on the number line.

Part of a Set

9.5

T

2D4

Decide which outcomes of experiments are most likely.

9.6

T

PS

Use a Picture

Strategy

10.1

T

2P4/2N1

Skip count by twos, fives, and tens up to at least 50, starting at any number.

Name and write (in numerals) whole numbers to 1000, identify the place values of the digits, and order the numbers.

*10.2

T

2N1

Name and write (in numerals) whole numbers to 1000, identify the place values of the digits, and order the numbers.

*10.3

T

2N1

Name and write (in numerals) whole numbers to 1000, identify the place values of the digits, and order the numbers.

*10.4

T

2N1

Name and write (in numerals) whole numbers to 1000, identify the place values of the digits, and order the numbers.

*10.5

T

2N1

Name and write (in numerals) whole numbers to 1000, identify the place values of the digits, and order the numbers.

10.6

T

2N1

Name and write (in numerals) whole numbers to 1000, identify the place values of the digits, and order the numbers.

10.7

T

2N1

Name and write (in numerals) whole numbers to 1000, identify the place values of the digits, and order the numbers.

10.8

T

2N1

Name and write (in numerals) whole numbers to 1000, identify the place values of the digits, and order the numbers.

10.9

T

PS

Act It Out With Models

Strategy

11.1

T

2N1

Name and write (in numerals) whole numbers to 1000, identify the place values of the digits, and order the numbers.

11.2

R/T

KN3/2N2

Identify and distinguish among multiple uses of numbers, including cardinal (to tell how many) and ordinal (to tell which one in an ordered list), and numbers as labels and as measurements.

Review 1^st through 5^th

Teach 6^th through 10^th

11.3

R

KN8

Kindergarten Standard

*11.4

T

2N4

Compare whole numbers using terms and symbols, e.g., less than, equal to, greater than (<, =, >).

*11.5

T

2N4

Compare whole numbers using terms and symbols, e.g., less than, equal to, greater than (<, =, >).

11.6

T

PS

Reasonable Answers

Strategy

12.1

T

2P3/2P4

Describe and create addition and subtraction number patterns, e.g., 1, 4, 7, 10…; or 25, 23, 21….

Skip count by twos, fives, and tens up to at least 50, starting at any number.

2’s

12.2

T

2P3/2P4

Describe and create addition and subtraction number patterns, e.g., 1, 4, 7, 10…; or 25, 23, 21….

Skip count by twos, fives, and tens up to at least 50, starting at any number.

5’s

12.3

R

KN4

Kindergarten Standard

12.4

T

2N5

Identify odd and even numbers and determine whether a set of objects has an odd or even number of elements.

12.5

T

PS

Find a Pattern

Strategy

19.1

T

2N7

Demonstrate an understanding of various meanings of addition and subtraction, e.g., addition as combination (plus, combined with, more); subtraction as comparison (how much less, how much more), equalizing (how many more are needed to make these equal), and separation (how much remaining).

19.2

T

2N9

Know addition facts (addends to ten) and related subtraction facts, and use them to solve problems.

19.3

T

2N7

Demonstrate an understanding of various meanings of addition and subtraction, e.g., addition as combination (plus, combined with, more); subtraction as comparison (how much less, how much more), equalizing (how many more are needed to make these equal), and separation (how much remaining).

19.4

T

2N9

Know addition facts (addends to ten) and related subtraction facts, and use them to solve problems.

19.5

T

2N7

Demonstrate an understanding of various meanings of addition and subtraction, e.g., addition as combination (plus, combined with, more); subtraction as comparison (how much less, how much more), equalizing (how many more are needed to make these equal), and separation (how much remaining).

19.6

T

2N7/2N9

Demonstrate an understanding of various meanings of addition and subtraction, e.g., addition as combination (plus, combined with, more); subtraction as comparison (how much less, how much more), equalizing (how many more are needed to make these equal), and separation (how much remaining).

Know addition facts (addends to ten) and related subtraction facts, and use them to solve problems.

19.7

T

PS/2P6

Write a Number Sentence

Strategy

20.1

T/E

2N8

Understand and use the inverse relationship between addition and subtraction (e.g., 8 + 6 = 14 is equivalent to     14 – 6 = 8 and is also equivalent to 14 – 8 = 6) to solve problems and check solutions

20.2

T/E

2N9

Know addition facts (addends to ten) and related subtraction facts, and use them to solve problems.

20.3

T/E

2N9

Know addition facts (addends to ten) and related subtraction facts, and use them to solve problems.

20.4

T/E

2N9/2N11

Know addition facts (addends to ten) and related subtraction facts, and use them to solve problems.

Demonstrate in the classroom an under­standing of and the ability to use the conventional algorithms for addition (two 3-digit numbers and three 2-digit numbers) and subtraction (two 3-digit numbers).

20.5

T/E

2N9

Know addition facts (addends to ten) and related subtraction facts, and use them to solve problems.

20.6

T

2N8

Understand and use the inverse relationship between addition and subtraction (e.g., 8 + 6 = 14 is equivalent to     14 – 6 = 8 and is also equivalent to 14 – 8 = 6) to solve problems and check solutions

20.7

T

PS

Too Much Information

Strategy