3.1

R

2N6

2^nd grade standard

3.2

R

2N6

2^nd grade standard

3.3

T

PS

Make Change

Strategy

3.4

T

3P4

Write number sentences using +, –, x, ÷, <, =, and/or > to represent mathematical relationships in everyday situations.

3.5

T

3N12

Understand and use the strategies of rounding and regrouping to estimate quantities, measures, and the results of whole-number computations (addition, subtraction, and multiplication) up to two-digit whole numbers and amounts of money to $100, and to judge the reasonableness of the answer.

6.1

R

2D2

2^nd grade standard

6.2

S

5D1

5^th grade standard

6.3

T

3D2/3D3

Match representations of a data set in the forms of tables, line plots, pictographs, tallies, or bar graphs with the actual data set.

Construct and draw conclusions from representations of data sets in the forms of tables, line plots, pictographs, tallies, and bar graphs.

6.4

T

PS

Make a Table

Strategy

6.5

T

3D3

Construct and draw conclusions from representations of data sets in the forms of tables, line plots, pictographs, tallies, and bar graphs.

6.6

T

3D3

Construct and draw conclusions from representations of data sets in the forms of tables, line plots, pictographs, tallies, and bar graphs.

6.7

T

3G5

Using ordered pairs of whole numbers and/or letters, locate and identify points on a grid.

7.1

E

4D6

4^th grade standard

7.2

T

3D1

Collect and organize data using observations, measurements, surveys, or experiments, and identify appropriate ways to display the data.

 

7.3

E

4D4

4^th grade standard

7.4

R

2D3

2^nd grade standard

7.5

E

4D3

Make predictions 4^th grade standard

12.1

R

2M2

2^nd grade standard

12.2

R

2M2

5 minute intervals

12.3

T

3M3

Identify time to the minute on analog and digital clocks using a.m. and p.m. Compute elapsed time, using a clock for times less than one hour (i.e., minutes since), and using a calendar (e.g., days since).

12.4

T

3M3

Identify time to the minute on analog and digital clocks using a.m. and p.m. Compute elapsed time, using a clock for times less than one hour (i.e., minutes since), and using a calendar (e.g., days since).

Teach elapsed time less than 1 hour

12.5

R

2N2/2M1

2^nd grade standard

12.6

T

PS

Use a Schedule

12.7

T

3M5

Identify and use appropriate metric and U.S. Customary (English) units and tools (e.g., ruler, scale, thermometer, clock) to estimate, measure, and solve problems involving length, area, weight, temperature, and time.

*13.1

R

2M4

*13.2

T

3M5

Identify and use appropriate metric and U.S. Customary (English) units and tools (e.g., ruler, scale, thermometer, clock) to estimate, measure, and solve problems involving length, area, weight, temperature, and time.

13.3

T

3M2

Carry out simple unit conversions within a system of measurement, e.g., hours to minutes, cents to dollars, yards to feet or inches, etc.

 

13.4

T

PS

Use Logical Reasoning

Strategy

*13.5

T

3M2

Carry out simple unit conversions within a system of measurement, e.g., hours to minutes, cents to dollars, yards to feet or inches, etc.

 

*13.6

T

3M1/3M2

Demonstrate an understanding of the attributes length, area, and weight, and select the appropriate type of unit for measuring each attribute using both the U.S. Customary (English) and metric systems.

Carry out simple unit conversions within a system of measurement, e.g., hours to minutes, cents to dollars, yards to feet or inches, etc.

 

13.7

T

3M1/3M2

Demonstrate an understanding of the attributes length, area, and weight, and select the appropriate type of unit for measuring each attribute using both the U.S. Customary (English) and metric systems.

Carry out simple unit conversions within a system of measurement, e.g., hours to minutes, cents to dollars, yards to feet or inches, etc.

 

13.8

T

PS

Too Much or Too Little Information

Strategy

14.1

T

3M2

Carry out simple unit conversions within a system of measurement, e.g., hours to minutes, cents to dollars, yards to feet or inches, etc.

 

14.2

T

3M1/3M2

Demonstrate an understanding of the attributes length, area, and weight, and select the appropriate type of unit for measuring each attribute using both the U.S. Customary (English) and metric systems.

Carry out simple unit conversions within a system of measurement, e.g., hours to minutes, cents to dollars, yards to feet or inches, etc.

 

14.3

T

3M1/3M2

Demonstrate an understanding of the attributes length, area, and weight, and select the appropriate type of unit for measuring each attribute using both the U.S. Customary (English) and metric systems.

Carry out simple unit conversions within a system of measurement, e.g., hours to minutes, cents to dollars, yards to feet or inches, etc.

 

14.4

T

PS

Work Backward

Strategy

14.5

T

3M1/3M2

Demonstrate an understanding of the attributes length, area, and weight, and select the appropriate type of unit for measuring each attribute using both the U.S. Customary (English) and metric systems.

Carry out simple unit conversions within a system of measurement, e.g., hours to minutes, cents to dollars, yards to feet or inches, etc.

 

21.1

T

3N9/3N10

Know multiplication facts through 10 x 10 and related division facts, e.g., 9 x 8 = 72 and 72 ÷ 9 = 8. Use these facts to solve related problems, e.g., 3 x 5 is related to 3 x 50.

Add and subtract (up to four-digit numbers) and multiply (up to two-digit numbers by a one-digit number) accurately and efficiently.

Teach 2-digit by 1 digit only

21.2

T

3N6/3N10

Select, use, and explain various meanings and models of multiplication (through 10 x 10). Relate multiplication problems to corresponding division problems, e.g., draw a model to represent 5 x 6 and 30 ÷ 6.

Add and subtract (up to four-digit numbers) and multiply (up to two-digit numbers by a one-digit number) accurately and efficiently.

21.3

T

3N12

Understand and use the strategies of rounding and regrouping to estimate quantities, measures, and the results of whole-number computations (addition, subtraction, and multiplication) up to two-digit whole numbers and amounts of money to $100, and to judge the reasonableness of the answer.

Teach only 2-digit by 1 digit

21.4

T

3N12

Understand and use the strategies of rounding and regrouping to estimate quantities, measures, and the results of whole-number computations (addition, subtraction, and multiplication) up to two-digit whole numbers and amounts of money to $100, and to judge the reasonableness of the answer.

21.5

E

4N12

4^th grade standard

21.6

T

PS

Solve a Simpler Problem

Strategy

21.7

S

4N12

4^th grade standard

21.8

S

4N17

4^th grade standard

22.1

S

4N15

4^th grade standard

22.2

S

4N15

4^th grade standard

22.3

S

4N15

4^th grade standard

22.4

S

5N12

5^th grade standard

22.5

S

4N15

4^th grade standard

22.6

S

4N15

4^th grade standard

22.7

S

4N15

4^th grade standard

22.8

S

4N15

4^th grade standard