*9.1

T/E

2N3/3N3

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

Teach- ½, 1/3, ¼

Enrich- all others

*9.2

T/E

2N3/3N3

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

Teach- ½, 1/3, ¼

Enrich- all others

9.3

E

3N4

3^rd grade standard

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.

9.5

T

PS

Use a Picture

Strategy

14.1

T

2N6/2P4

Identify the value of all U.S. coins, and $1, $5, $10, and $20 bills. Find the value of a collection of coins and dollar bills and different ways to represent an amount of money up to $5. Use appropriate notation, e.g., 69¢, $1.35.

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

14.2

T

2N6

Identify the value of all U.S. coins, and $1, $5, $10, and $20 bills. Find the value of a collection of coins and dollar bills and different ways to represent an amount of money up to $5. Use appropriate notation, e.g., 69¢, $1.35.

14.3

T

2N6

Identify the value of all U.S. coins, and $1, $5, $10, and $20 bills. Find the value of a collection of coins and dollar bills and different ways to represent an amount of money up to $5. Use appropriate notation, e.g., 69¢, $1.35.

14.4

T

2N6

Identify the value of all U.S. coins, and $1, $5, $10, and $20 bills. Find the value of a collection of coins and dollar bills and different ways to represent an amount of money up to $5. Use appropriate notation, e.g., 69¢, $1.35.

14.5

T

2N6/2P7

Identify the value of all U.S. coins, and $1, $5, $10, and $20 bills. Find the value of a collection of coins and dollar bills and different ways to represent an amount of money up to $5. Use appropriate notation, e.g., 69¢, $1.35.

Describe functions related to trading, including coin trades and measurement trades, e.g., five pennies make one nickel or four cups make one quart.

14.6

T

PS

Make a List

Strategy

15.1

T

2N6

Identify the value of all U.S. coins, and $1, $5, $10, and $20 bills. Find the value of a collection of coins and dollar bills and different ways to represent an amount of money up to $5. Use appropriate notation, e.g., 69¢, $1.35.

15.2

T

2N4/2N6

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

Identify the value of all U.S. coins, and $1, $5, $10, and $20 bills. Find the value of a collection of coins and dollar bills and different ways to represent an amount of money up to $5. Use appropriate notation, e.g., 69¢, $1.35.

2N4- Focus on vocabulary

Greater Than/Less Than/Equal To

15.3

T

2N6

Identify the value of all U.S. coins, and $1, $5, $10, and $20 bills. Find the value of a collection of coins and dollar bills and different ways to represent an amount of money up to $5. Use appropriate notation, e.g., 69¢, $1.35.

15.4

T

2N6

Identify the value of all U.S. coins, and $1, $5, $10, and $20 bills. Find the value of a collection of coins and dollar bills and different ways to represent an amount of money up to $5. Use appropriate notation, e.g., 69¢, $1.35

15.5

T

2N12

Estimate, calculate, and solve problems involving addition and subtraction of two-digit numbers. Describe differences between estimates and actual calculations.

15.6

T

2N6/2N7

Identify the value of all U.S. coins, and $1, $5, $10, and $20 bills. Find the value of a collection of coins and dollar bills and different ways to represent an amount of money up to $5. Use appropriate notation, e.g., 69¢, $1.35. :

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).

15.7

T

2N6/2N7

Identify the value of all U.S. coins, and $1, $5, $10, and $20 bills. Find the value of a collection of coins and dollar bills and different ways to represent an amount of money up to $5. Use appropriate notation, e.g., 69¢, $1.35. :

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).

15.8

T

PS

Act It Out With Models

Strategy

16.1

T

2M6

Make and use estimates of measurement, including time, volume, weight, and area.

16.2

T

2M2

Tell time at quarter-hour intervals on analog and digital clocks using a.m. and p.m.

16.3

T/E

2P4/2M2/3M3

Tell time at quarter-hour intervals on analog and digital clocks using a.m. and p.m.

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

Teach- time to 5 minutes

Enrich- time to minute

P. 439

16.4

T

2M2

Tell time at quarter-hour intervals on analog and digital clocks using a.m. and p.m.

16.5

E

3M3

3^rd grade standard

16.6

T

2M1

Identify parts of the day (e.g., morning, afternoon, evening), days of the week, and months of the year. Identify dates using a calendar.

16.7

T

2M3

Compare the length, weight, area, and volume of two or more objects by using direct comparison.

16.8

T

PS

Use a Table

Strategy

17.1

R

KM3

Kindergarten standard

17.2

T

2M4/2M6

Measure and compare common objects using metric and English units of length measurement, e.g., centimeter, inch.

Make and use estimates of measurement, including time, volume, weight, and area

17.3

T

2M4/2M6

Measure and compare common objects using metric and English units of length measurement, e.g., centimeter, inch.

Make and use estimates of measurement, including time, volume, weight, and area

17.4

T

2M4/2M6

Measure and compare common objects using metric and English units of length measurement, e.g., centimeter, inch.

Make and use estimates of measurement, including time, volume, weight, and area

17.5

T

2M4/2M6

Measure and compare common objects using metric and English units of length measurement, e.g., centimeter, inch.

Make and use estimates of measurement, including time, volume, weight, and area, inch.

17.6

E

3M4

3^rd grade standard

17.7

T

2M6

Make and use estimates of measurement, including time, volume, weight, and area

17.8

T

PS

Use a Picture

Strategy

18.1

T

2M6

Make and use estimates of measurement, including time, volume, weight, and area

18.2

T

2M6

Make and use estimates of measurement, including time, volume, weight, and area

18.3

T

2M6

Make and use estimates of measurement, including time, volume, weight, and area

18.4

T

2M6

Make and use estimates of measurement, including time, volume, weight, and area

18.5

T

2M5

Select and correctly use the appropriate measurement tools, e.g., ruler, balance scale, thermometer.

18.6

T

2M5

Select and correctly use the appropriate measurement tools, e.g., ruler, balance scale, thermometer.

18.7

T

2M5

Select and correctly use the appropriate measurement tools, e.g., ruler, balance scale, thermometer.

18.8

T

PS

Reasonable Answers

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

E

3N9

3^rd grade standard

19.3

E

3N9

3^rd grade standard

19.4

T/E

2G7/3N9

Relate geometric ideas to numbers, e.g., seeing rows in an array as a model of repeated addition.

Teach – arrays as models of repeated addition

19.5

S

3N9

3^rd grade standard

19.6

S

3N9

3^rd grade standard

19.7

S

3N9

3^rd grade standard

19.8

S

3N9

3^rd grade standard

19.9

T

PS

Draw a Picture

Strategy  Enrich 3N6

21.1

T

2N10/2N11

Demonstrate the ability to add and subtract three-digit numbers accurately and efficiently.

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).

21.2

T

2N10/2N11

Demonstrate the ability to add and subtract three-digit numbers accurately and efficiently.

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).

21.3

T

2N10/2N11

Demonstrate the ability to add and subtract three-digit numbers accurately and efficiently.

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).

21.4

T

2N10/2N11

Demonstrate the ability to add and subtract three-digit numbers accurately and efficiently.

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).

21.5

T

PS

Guess and Check

Strategy

22.1

T

2N10/2N11

Demonstrate the ability to add and subtract three-digit numbers accurately and efficiently.

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).

22.2

T

2N10/2N11

Demonstrate the ability to add and subtract three-digit numbers accurately and efficiently.

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).

22.3

T

2N10/2N11

Demonstrate the ability to add and subtract three-digit numbers accurately and efficiently.

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).

22.4

T

2N8/2N10

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.

Demonstrate the ability to add and subtract three-digit numbers accurately and efficiently.

22.5

T

2N10/2N11

Demonstrate the ability to add and subtract three-digit numbers accurately and efficiently.

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).

22.6

T

PS

Choose the Operation

Strategy