Maryland Mathematics Voluntary State Curriculum Grades 1-6

Transcription

1 A Correlation of to the Maryland Mathematics Voluntary State Curriculum Grades 1-6 O/M-154

2 Introduction This document demonstrates the high degree of success students will achieve when using Math Around the Clock in meeting the objectives of the Maryland Mathematics Voluntary State Curriculum. Correlation references are to the Teacher s Edition and cite the Unit, Day, Lesson, and page where matching instruction occurs. Math Around the Clock is a flexible, research-based program that reinforces key math skills and concepts for at-risk students. Organized by content strand, Math Around the Clock helps provide targeted, individualized instruction so every child stays on grade level. Teacher s Edition The Teacher s Edition contains everything you need to Plan, Teach, and Assess math lessons in an easy-to-follow format. Plan Weekly Lesson Planners show how an entire math unit can be taught in a week s time. Each unit address a specific math topic, allowing you to choose content that best meets the students math needs. Daily Lesson Planners provide at-a-glance information for easy planning, lists of required materials, and key vocabulary terms. Teach: Lessons are designed to be taught in a minute teaching period. Each lesson is organized into smaller sections that build on previously learned concepts. Assess Each week of instruction contains a Pre-Test and Post-Test to help identify students level of understanding, customize instruction to fit their needs, and then check to make sure they ve mastered the appropriate skills. Student Workbooks Each workbook contains everything students need to improve their understanding of basic math skills and concepts. Every lesson begins with a Problem of the Day warm-up that reinforces previously taught skills. Lesson Practice pages include worked-out examples to help students think through a problem and solve it. Practice worksheets, written in test format, improve students math skills and provide additional test-taking practice. Essential math tools such as graph paper, dot paper, fraction strips, and baseten blocks give students all the materials they need for every activity, lesson, and game in the program.

3 Table of Contents Grade One....1 Grade Two Grade Three Grade Four Grade Five Grade Six... 92

4 to the Grade One STANDARD 1.0 KNOWLEDGE OF ALGEBRA, PATTERNS, OR FUNCTIONS: Students will algebraically represent, model, analyze, or solve mathematical or realworld problems involving patterns or functional relationships. PATTERNS AND FUNCTIONS Identify, describe, extend, and create numeric patterns Represent and analyze numeric patterns using skip counting by multiples of 2 and 10 starting with any whole number, and using manipulatives and the 100 chart Unit 2: Day 5, Lesson A, pp. 9, Represent and analyze numeric patterns using skip counting backward by 10s starting with a multiple of 10, and using manipulatives Unit 3: Day 2, Lesson A, pp. 10, Unit 3: Day 3, Lesson B, pp. 10, Unit 6: Day 1, Lesson B, pp. 16, Identify, copy, describe, create and extend non-numeric patterns Represent and analyze growing patterns kinesthetically such as: clap/snap, clap/snap/snap, clap/snap/snap/snap,... Unit 1: Day 5, Lesson B, pp. 7, Unit 8: Day 4, Lesson A, pp. 21, Grade One 1

5 Represent and analyze repeating patterns using no more than 3 different objects in the core of the pattern Unit 8: Day 4, Lesson A, pp. 21, Transfer a repeating pattern from one medium to a different medium using no more than 3 different objects in the core of the pattern Unit 8: Day 4, Lesson A, pp. 21, Identify patterns in real-world situations Unit 1: Day 5, Lesson B, pp. 7, Unit 3: Day 3, Lesson B, pp. 10, Unit 8: Day 1, Lesson A, Part 1, pp. 20, Unit 8: Day 1, Lesson A, Part 2, pp. 20, Unit 8: Day 1, Lesson A, Part 3, pp. 20, Unit 8: Day 4, Lesson A, pp. 21, EXPRESSIONS, EQUATIONS, AND INEQUALITIES Write and identify expressions Represent numeric quantities using concrete and pictorial representations and operational symbols (+, -) with whole numbers to 20 Unit 4: Day 1, Lesson A, Part 1, pp. 11, Unit 4: Day 1, Lesson A, Part 2, pp , Unit 4: Day 1, Lesson B, Part 1, pp. 12, Unit 4: Day 1, Lesson B, Part 2, pp. 12, Unit 5: Day 1, Lesson A, Part 1, pp. 13, Unit 5: Day 1, Lesson A, Part 2, pp , Unit 5: Day 1, Lesson B, Part 1, pp. 14, Unit 5: Day 1, Lesson B, Part 2, pp. 14, Grade One 2

6 Identify, write, and solve equations and inequalities Represent relationships using the terms greater than, less than, and equal to for quantities up to 100 Unit 1: Day 2, Lesson A, pp. 6, Unit 1: Day 2, Lesson B, pp. 6, Unit 1: Day 4, Lesson A, pp. 6-7, Unit 2: Day 4, Lesson A, pp. 8, Find the missing number (unknown) in a number sentence using operational symbols (+, -) with whole numbers to 20 using pictures and manipulatives Unit 5: Day 4, Lesson B, pp. 15, Unit 5: Day 5, Lesson A, Part 1, pp. 15, Unit 5: Day 5, Lesson A, Part 2, pp. 15, NUMERIC AND GRAPHIC REPRESENTATIONS OF RELATIONSHIPS Locate points on a number line Identify and represent whole numbers up to 50 on a number line using manipulatives and symbols Unit 1: Day 5, Lesson B, pp. 7, Unit 2: Day 5, Lesson A, pp. 9, Unit 5: Day 5, Lesson A, Part 2, pp. 17, STANDARD 2.0 KNOWLEDGE OF GEOMETRY: Students will apply the properties of one-, two, or three-dimensional geometric figures to describe, reason, or solve problems about shape, size, position, or motion of objects. PLANE GEOMETRIC FIGURES Recognize and apply the properties/attributes of plane geometric figures Identify, name, and compare triangles, circles, squares, rectangles, and rhombi by their attributes Unit 8: Day 3, Lesson A, pp. 21, Unit 8: Day 3, Lesson B, pp. 21, Grade One 3

7 Create models of triangles, circles, squares, and rectangles with varied materials Unit 8: Day 1, Lesson A, Part 2, pp. 20, Combine and subdivide squares and triangles Unit 8: Day 1, Lesson B, Part 1, pp. 20, Unit 8: Day 1, Lesson B, Part 2, pp. 20, Unit 8: Day 4, Lesson B, pp. 21, SOLID GEOMETRIC FIGURES Recognize and use the attributes of solid geometric figures Identify and compare cubes, spheres, cylinders, pyramids, cones, and rectangular prisms Unit 8: Day 2, Lesson A, pp. 20, Unit 8: Day 2, Lesson B, pp. 21, CONGRUENCE Identify congruent figures Match congruent figures Refer to Grade 2: Unit 7: Day 5, Lesson A, pp. 21, 186,187 TRANSFORMATIONS Recognize a transformation Use the direction, location, and position words right and left Refer to Grade 2: Unit 7: Day 5, Lesson A, pp. 21, 186,187 Grade One 4

8 Apply spatial reasoning in activities such as: pattern block Refer to Grade 2: Unit 7: Day 5, Lesson A, pp. 21, 186,187 Identify and demonstrate slides and flips using manipulatives Refer to Grade 2: Unit 7: Day 5, Lesson A, pp. 21, 186,187 Recognize and demonstrate symmetry Demonstrate symmetry in basic shapes and pictures by paper folding and drawing a line of symmetry Related Content: Unit 8: Day 4, Lesson B, pp. 21, STANDARD 3.0 KNOWLEDGE OF MEASUREMENT: Students will identify attributes, units, or systems of measurements or apply a variety of techniques, formulas, tools or technology for determining measurements. MEASUREMENT SCALES Read measurement scales Read a calendar to identify days of the week and months of the year Unit 3: Day 4, Lesson B, p. 74 (See Problem of the Day) Tell time in intervals of hours and half-hours using an analog clock Unit 7: Day 4, Lesson B, Part 1, pp. 19, Unit 7: Day 4, Lesson B, Part 2, pp. 19, Unit 7: Day 5, Lesson A, pp. 19, Unit 7: Day 5, Lesson B, pp. 20, Compare the same time on analog and digital clocks Unit 7: Day 4, Lesson B, Part 2, pp. 19, Unit 7: Day 5, Lesson B, pp. 20, Read a thermometer to tell temperature to the nearest 10 F Preparation: Unit 2: Day 1, Lesson A, pp Grade One 5

9 Compare and order objects by weight on a two-pan balance Related Content: Unit 1: Day 2, Lesson A, pp. 6, Unit 1: Day 4, Lesson A, pp. 6-7, Unit 1: Day 4, Lesson B pp. 7, Unit 2: Day 4, Lesson A, pp. 8, Unit 2: Day 4, Lesson B, pp. 8-9, MEASUREMENT TOOLS Measure in customary units Measure length of objects and pictures of objects to the nearest inch using a ruler Unit 8: Day 5, Lesson A, pp. 21, Unit 8: Day 5, Lesson B, pp. 21, Identify and compare units of capacity using cups and gallons Related Content: Unit 1: Day 2, Lesson A, pp. 6, Unit 1: Day 2, Lesson B, pp. 6, Unit 1: Day 4, Lesson A, pp. 6-7, Unit 2: Day 4, Lesson A, pp. 8, Compare and order objects by weight in pounds, using a spring scale Related Content: Unit 1: Day 2, Lesson A, pp. 6, Unit 1: Day 4, Lesson A, pp. 6-7, Unit 1: Day 4, Lesson B pp. 7, Unit 2: Day 4, Lesson A, pp. 8, Unit 2: Day 4, Lesson B, pp. 8-9, Describe the attributes of length, weight, and capacity Unit 8: Day 5, Lesson B, pp. 21, Grade One 6

10 STANDARD 4.0 KNOWLEDGE OF STATISTICS: Students will collect, organize, display, analyze, or interpret data to make decisions or predictions. DATA DISPLAYS Collect, organize, and display data Collect data by conducting surveys Related Content: Unit 4: Day 2, Lesson B, pp. 12, Collect data on tally charts Unit 4: Day 2, Lesson B, pp. 12, Organize and display data to make picture graphs Unit 4: Day 2, Lesson B, pp. 12, Organize and display data to make single bar graphs Related Content: Unit 4: Day 2, Lesson B, pp. 12, DATA ANALYSIS Analyze data Interpret data contained in tables Preparation: Unit 8: Day 1, Lesson A, Part 1, pp. 20, (Patterns-Color)) Unit 8: Day 1, Lesson A, Part 2, pp. 20, (Patterns-Shape) Unit 8: Day 1, Lesson A, Part 3, pp. 20, (Patterns-Size) Unit 8: Day 4, Lesson A, pp Unit 8: Day 4, Lesson B, pp Interpret data contained in picture graphs using a variety of categories with 1:1 intervals Preparation: Unit 8: Day 1, Lesson A, Part 1, pp. 20, (Patterns-Color)) Unit 8: Day 1, Lesson A, Part 2, pp. 20, (Patterns-Shape) Unit 8: Day 1, Lesson A, Part 3, pp. 20, (Patterns-Size) Unit 8: Day 4, Lesson A, pp Unit 8: Day 4, Lesson B, pp Grade One 7

11 Interpret data contained in single bar graphs Preparation: Unit 8: Day 1, Lesson A, Part 1, pp. 20, (Patterns-Color)) Unit 8: Day 1, Lesson A, Part 2, pp. 20, (Patterns-Shape) Unit 8: Day 1, Lesson A, Part 3, pp. 20, (Patterns-Size) Unit 8: Day 4, Lesson A, pp Unit 8: Day 4, Lesson B, pp STANDARD 5.0 KNOWLEDGE OF PROBABILITY: Students will use experimental methods or theoretical reasoning to determine probabilities to make predictions or solve problems about events whose outcomes involve random variation. SAMPLE SPACE Identify possible outcomes Recognize that a real life situation may have more than one outcome such as a coin having heads or tails Preparation: Unit 8: Day 1, Lesson A, Part 1, pp. 20, (Patterns-Color)) Unit 8: Day 1, Lesson A, Part 2, pp. 20, (Patterns-Shape) Unit 8: Day 1, Lesson A, Part 3, pp. 20, (Patterns-Size) Unit 8: Day 4, Lesson A, pp Unit 8: Day 4, Lesson B, pp STANDARD 6.0 KNOWLEDGE OF NUMBER RELATIONSHIPS OR COMPUTATION: Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology. KNOWLEDGE OF NUMBER AND PLACE VALUE Apply knowledge of whole numbers and place value Use concrete materials to compose and decompose quantities up to 20 Unit 1: Day 1, Lesson A, pp. 6, Unit 1: Day 1, Lesson B, pp. 6, Unit 1: Day 3, Lesson A, pp. 6, Unit 1: Day 3, Lesson B, pp. 6, Grade One 8

12 Identify multiple representations for a number, such as: 12, 6 + 6, dozen Unit 2: Day 3, Lesson A, pp. 8, Demonstrate instant recognition of quantities in patterned sets Unit 1: Day 5, Lesson B, pp. 7, Unit 3: Day 3, Lesson B, pp. 10, Use the numbers of 5 and 10 as anchors in relationship to other numbers Unit 1: Day 1, Lesson A, pp. 6, Unit 2: Day 1, Lesson A, pp. 7, Unit 3: Day 4, Lesson A, pp. 11, Unit 3: Day 4, Lesson B, pp. 11, Read, write, and represent whole numbers up to 100 and beyond using models, symbols, and words Unit 1: Day 1, Lesson A, pp. 6, Unit 1: Day 2, Lesson A, pp. 6, Unit 1: Day 3, Lesson A, pp. 6, Unit 1: Day 3, Lesson B, pp. 6, Unit 2: Day 2, Lesson A, pp. 8, Unit 2: Day 2, Lesson B, pp. 8, Express whole numbers up to 99 using expanded form Related Content: Unit 2: Day 1, Lesson B, pp. 7, Unit 2: Day 2, Lesson A, pp. 8, Unit 2: Day 2, Lesson B, pp. 8, Identify the place value of a digit in a whole number up to 99 Unit 2: Day 1, Lesson A, pp. 7, Unit 2: Day 1, Lesson A, pp. 7, Compare and order whole numbers up to 99 using terms such as: greater than, less than, equal to Unit 1: Day 2, Lesson A, pp. 6, Unit 1: Day 2, Lesson B, pp. 6, Unit 1: Day 4, Lesson A, pp. 6-7, Unit 1: Day 4, Lesson B, pp. 7, Unit 2: Day 4, Lesson A, pp. 8, Unit 2: Day 4, Lesson B, pp. 8-9, Estimate quantities up to 50 and use the term "about" Unit 2: Day 2, Lesson A, pp. 8, Grade One 9

13 Count to 100 Unit 2: Day 2, Lesson B, pp. 8, Count forward and backward starting with numbers other than one Unit 5: Day 5, Lesson A, Part 1, pp. 15, Unit 5: Day 5, Lesson A, Part 2, pp. 15, Use ordinal numbers to indicate position: first through tenth Unit 1: Day 5, Lesson A, pp. 7, Apply knowledge of fractions Read, write, and represent fractions as parts of a single region using symbols and models with denominators of 2 or 4 Refer to Grade 2: Unit 4: Day 5, Lesson A, pp. 13, Read, write, and represent halves as parts of a set using pictures and models Refer to Grade 2: Unit 4: Day 1, Lesson A, pp. 12, Unit 4: Day 4, Lesson B, pp. 13, Apply knowledge of money Determine the value of a given set of mixed currency up to $1 Unit 7: Day 1, Lesson A, Part 1, pp. 17, Unit 7: Day 1, Lesson A, Part 2, pp. 18, Unit 7: Day 1, Lesson B, Part 1, pp. 18, Unit 7: Day 1, Lesson B, Part 2, pp. 18, Unit 7: Day 2, Lesson A, Part 1, pp. 18, Unit 7: Day 2, Lesson A, Part 2, pp. 18, Unit 7: Day 2, Lesson B, pp. 18, Unit 7: Day 3, Lesson A, pp. 18, Unit 7: Day 3, Lesson B, pp. 19, Grade One 10

14 Demonstrate monetary value using real or play coins Unit 7: Day 1, Lesson A, Part 1, pp. 17, Unit 7: Day 1, Lesson A, Part 2, pp. 18, Unit 7: Day 1, Lesson B, Part 1, pp. 18, Unit 7: Day 1, Lesson B, Part 2, pp. 18, Unit 7: Day 2, Lesson A, Part 1, pp. 18, Unit 7: Day 2, Lesson A, Part 2, pp. 18, Unit 7: Day 2, Lesson B, pp. 18, Unit 7: Day 3, Lesson A, pp. 18, Unit 7: Day 3, Lesson B, pp. 19, Compare the value of 2 sets of mixed currency up to $1.00 Unit 7: Day 2, Lesson B, pp. 18, NUMBER COMPUTATION Analyze number relations and compute Develop strategies for addition and subtraction basic facts such as: counting on, counting back, making ten, doubles, and doubles plus one Unit 2: Day 5, Lesson B, pp. 9, Unit 3: Day 3, Lesson A, Part 1, pp. 10, Unit 3: Day 3, Lesson A, Part 2, pp. 10, Unit 3: Day 4, Lesson A, pp. 11, Unit 3: Day 4, Lesson B, pp. 11, Unit 3: Day 5, Lesson A, pp. 11, Unit 5: Day 5, Lesson A, Part 1, pp. 15, Unit 5: Day 5, Lesson A, Part 2, pp. 15, Solve a given word problem based on addition or subtraction situation Unit 4 Day 5, Lesson B, pp. 13, Unit 5: Day 2, Lesson A, Part 1, pp. 5, Identify the concept of inverse operation to addition and subtraction Unit 3: Day 1, Lesson A, pp. 9, Unit 3: Day 1, Lesson A, pp. 9, Grade One 11

15 STANDARD 7.0 PROCESS OF MATHEMATICS: Students will demonstrate the processes of mathematics by making connections and applying reasoning to solve problems and to communicate their findings. PROBLEM SOLVING Apply a variety of concepts, processes, and skills to solve problems Identify the question in the problem Every lesson begins with a Problem of the Day warm-up that reinforces previously taught skills. Examples can be found in the following lessons: Unit 3: Day 5, Lesson A, pp. 11, Unit 6: Day 5, Lesson B, pp. 17, Decide if enough information is present to solve the problem Every lesson begins with a Problem of the Day warm-up that reinforces previously taught skills. Examples can be found in the following lessons: Unit 2: Day 3, Lesson A, pp. 8, Unit 6: Day 5, Lesson B, pp. 17, Make a plan to solve a problem Lesson Practice pages can be found in worked-out examples to help students think through a problem and solve it. Examples can be found in the following lessons: Unit 3: Day 5, Lesson A, pp. 13, Unit 6: Day 5, Lesson B, pp. 17, Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation Math Around the Clock lessons enhance specific problem-solving skills and strategies. Examples can be found in the following lessons: Unit 3: Day 5, Lesson A, pp. 13, Unit 4: Day 2, Lesson B, pp. 12, Select a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation Math Around the Clock lessons enhance specific problem-solving skills and strategies. Examples can be found in the following lessons: Unit 3: Day 5, Lesson A, pp. 13, Unit 4: Day 2, Lesson B, pp. 12, Grade One 12

16 Identify alternative ways to solve a problem Daily problem-solving practice helps students gain confidence about solving problems. Examples can be found in the following lessons: Unit 4: Day 2, Lesson B, pp. 12, Unit 7: Day 1, Lesson A, Part 2, pp. 18, Show that a problem might have multiple solutions or no solution Daily problem-solving practice helps students gain confidence about solving problems. Examples can be found in the following lessons: Unit 4: Day 2, Lesson B, pp. 12, Unit 5: Day 3, Lesson A, pp , Extend the solution of a problem to a new problem situation Activities deepen students understanding of mathematics. Examples can be found in the following lessons: Unit 4: Day 5, Lesson B, pp. 13, Unit 5: Day 1, Lesson A, Part 2, pp , REASONING Justify ideas or solutions with mathematical concepts or proofs Use inductive or deductive reasoning Students are actively involved in building mathematical reasoning skills. Examples can be found in the following lessons: Unit 2: Day 1, Lesson A, pp. 7, Unit 8: Day 2, Lesson A, pp. 12, Make or test generalizations Math Around the Clock supports students in higher level thinking skills. Examples can be found in the following lesson: Unit 2: Day 1, Lesson A, pp. 7, Support or refute mathematical statements or solutions Students justify their answers throughout Math Around the Clock. Examples can be found in the following lessons: Unit 2: Day 5, Lesson A, pp. 9, Unit 6: Day 5, Lesson B, pp. 17, Unit 8: Day 2, Lesson A, pp. 20, Grade One 13

17 Use methods of proof, i.e., direct, indirect, paragraph, or contradiction Practice worksheets involve students in using different methods of proof. Examples can be found in the following lesson: Unit 8: Day 2, Lesson A, pp. 20, COMMUNICATION Present mathematical ideas using words, symbols, visual displays, or technology Use multiple representations to express concepts or solutions Students utilize different representations. Examples can be found in the following lessons: Unit 1: Day 3, Lesson A, pp. 6, Unit 2: Day 3, Lesson A, pp. 8, Unit 5: Day 1, Lesson A, Part 2, pp , Express mathematical ideas orally Students have daily opportunities to verbalize their understanding of mathematics. Examples can be found in the following lessons: Unit 1: Day 3, Lesson B, pp. 6, 3-33 Unit 5: Day 1, Lesson A, Part 1, pp. 13, Unit 8: Day 2, Lesson A, pp. 21, Explain mathematically ideas in written form Expressing mathematical problems in written form improves students writing skills and gives them a chance to explain their thinking and become better problem solvers. Examples can be found in the following lessons: Unit 4: Day 5, Lesson B, pp. 13, Unit 5: Day 5, Lesson B, pp. 16, Unit 6: Day 4, Lesson B, pp. 17, Express solutions using concrete materials Essential math tools give students all the materials they need for every activity, lesson, and game in the program. Examples can be found in the following lessons: Unit 1: Day 4, Lesson B, pp. 7, Unit 5: Day 1, Lesson A, Part 2, pp , Unit 7: Day 2, Lesson A, Part 2, pp. 18, Grade One 14

18 Express solutions using pictorial, tabular, graphical, or algebraic methods Students express solutions in a wide variety of methods throughout Math Around the Clock. Examples can be found in the following lessons: Unit 4: Day 1, Lesson A, Part 1, pp. 11, Unit 4: Day 1, Lesson A, Part 2, pp. 11, Unit 5: Day 1, Lesson A, Part 2, pp , Unit 6: Day 4, Lesson B, pp. 17, Explain solutions in written form Expressing mathematical problems in written form improves students writing skills and gives them a chance to explain their thinking and become better problem solvers. Examples can be found in the following lessons: Unit 4: Day 1, Lesson B, Part 2, pp. 12, Unit 4: Day 5, Lesson B, pp. 13, Unit 5: Day 5, Lesson B, pp. 16, Ask questions about mathematical ideas or problems Questioning is used consistently to engage students. Examples can be found in the following lessons: Unit 3: Day 1, Lesson B, pp. 9, Unit 4: Day 1, Lesson A, Part 1, pp. 20, Give or use feedback to revise mathematical thinking Feedback is an integral part of Math Around the Clock. Examples can be found in the following lessons: Unit 3: Day 2, Lesson A, pp. 10, Unit 8: Day 4, Lesson B, pp. 21, CONNECTIONS Relate or apply mathematics within the discipline, to other disciplines, and to life Identify mathematical concepts in relationship to other mathematical concepts Mathematical concepts are developed through meaningful hands-on activities. Examples can be found in the following lessons: Unit 3: Day 1, Lesson A, pp. 9, Unit 7: Day 1, Lesson B, Part 2, pp. 18, Unit 7: Day 2, Lesson B, pp. 18, Grade One 15

19 Identify mathematical concepts in relationship to other disciplines Students see math as useful when they see connections between math and other subjects in school. Examples can be found in the following lessons: Unit 7: Day 1, Lesson A, Part 2, pp. 18, Unit 7: Day 4, Lesson A, Part 2, pp. 19, Unit 8: Day 4, Lesson A, pp. 21, Identify mathematical concepts in relationship to life Mathematical concepts are developed through meaningful hands-on activities. Examples can be found in the following lessons: Unit 3: Day 2, Lesson B, Part 1, pp. 10, Unit 8: Day 1, Lesson B, Part 1, pp. 20, Unit 8: Day 5, Lesson B, pp. 21, Use the relationship among mathematical concepts to learn other mathematical concepts Students utilize their knowledge of mathematical concepts to learn. Examples can be found in the following lessons: Unit 2: Day 3, Lesson B, pp. 8, Unit 5: Day 3, Lesson A, pp , Unit 6: Day 1, Lesson B, pp. 16, Grade One 16

20 to the Grade Two Standard 1.0 KNOWLEDGE OF ALGEBRA, PATTERNS, OR FUNCTIONS: Students will algebraically represent, model, analyze, or solve mathematical or realworld problems involving patterns or functional relationships. PATTERNS AND FUNCTIONS Identify, describe, extend, and create numeric patterns Represent and analyze numeric patterns using skip counting by 2, 5, and 10 starting with any whole number and using whole numbers to 100 Unit 1: Day 1, Lesson A, Part 1, pp. 6, Unit 2: Day 3, Lesson A, pp Represent and analyze numeric patterns using skip counting backward by 10s starting with any 2-digit whole number Unit 2: Day 3, Lesson A, pp Recognize a function table as a relationship between numbers Unit 3: Day 3, Lesson B, pp. 11, Complete a function table with a given one-operation rule (+, -) using whole numbers Unit 3: Day 3, Lesson B, pp. 11, Identify, copy, describe, create, and extend nonnumeric patterns Represent and analyze growing patterns that start at the beginning and show no more than 3 levels, and ask for the next level, using symbols, shapes, designs, and pictures Refer to Grade 1: Unit 8: Day 1, Lesson A, Part 1, pp. 20, Unit 8: Day 1, Lesson A, Part 2, pp. 20, Unit 8: Day 1, Lesson A, Part 3, pp. 20, Unit 8: Day 4, Lesson A, pp. 21, Grade Two 17

21 Represent and analyze repeating patterns using 3 different objects in the core of the pattern Refer to Grade 1: Unit 8: Day 1, Lesson A, Part 1, pp. 20, Unit 8: Day 1, Lesson A, Part 2, pp. 20, Unit 8: Day 1, Lesson A, Part 3, pp. 20, Unit 8: Day 4, Lesson A, pp. 21, Transfer a repeating pattern from one medium to 2 different media using no more than 3 different objects in the core of the pattern such as: red, green, red, green,... A, B, A, B,...,,,,... Refer to Grade 1: Unit 8: Day 1, Lesson A, Part 1, pp. 20, Unit 8: Day 1, Lesson A, Part 2, pp. 20, Unit 8: Day 1, Lesson A, Part 3, pp. 20, Unit 8: Day 4, Lesson A, pp. 21, EXPRESSIONS, EQUATIONS, AND INEQUALITIES Write and identify expressions Represent numeric quantities using operational symbols (+, -) and whole numbers to 25 Unit 5: Day 1, Lesson A, Part 1, pp , Unit 5: Day 1, Lesson A, Part 2, pp. 14, Identify, write, and solve equations and inequalities Represent relationships using appropriate relational symbols (>, <, =) and operational symbols (+, -) with whole numbers to 100 Unit 2: Day 1, Lesson B, pp. 8, Unit 5: Day 3, Lesson A, pp. 14, Unit 5: Day 3, Lesson B, pp. 14, Unit 5: Day 6, Lesson A, Part 1, pp. 15, Unit 5: Day 6, Lesson A, Part 2, pp , Unit 5: Day 6, Lesson B, pp. 16, Unit 5: Day 8, Lesson A, pp. 16, Unit 5: Day 9, Lesson A, pp , Grade Two 18

22 Find the missing number (unknown) in a number sentence using operational symbols (+, -) with whole numbers up to 50 Unit 3: Day 1, Lesson A, pp. 10, Unit 5: Day 6, Lesson A, Part 2, pp. 15, Unit 5: Day 8, Lesson A, pp. 16, NUMERIC AND GRAPHIC REPRESENTATIONS OF RELATIONSHIPS Locate points on a number line Represent whole numbers up to 100 on a number line Unit 2: Day 5, Lesson A, pp. 9, Unit 2: Day 5, Lesson B, pp. 9, STANDARD 2.0 KNOWLEDGE OF GEOMETRY: Students will apply the properties of one-, two, or three-dimensional geometric figures to describe, reason, or solve problems about shape, size, position, or motion of objects. PLANE GEOMETRIC FIGURES Recognize and apply the properties/attributes of plane geometric figures Identify and describe sides and corners Unit 7: Day 3, Lesson B, pp. 20, Unit 7: Day 4, Lesson B, pp. 21, Identify and describe quadrilaterals such as: squares, rectangles, rhombi Unit 7: Day 4, Lesson A, pp. 20, Identify and describe polygons by the number of sides such as: triangles, squares, rectangles, hexagons, octagons Unit 7: Day 4, Lesson A, pp. 20, Unit 7: Day 4, Lesson B, pp. 21, Combine and subdivide squares, triangles, and rectangles to identify a new shape Unit 7: Day 5, Lesson B, pp. 21, Grade Two 19

23 SOLID GEOMETRIC FIGURES Analyze the properties of solid geometric figures Compare two- and three-dimensional shapes such as: square to a cube, square and rectangle to a rectangular prism. Unit 7: Day 4, Lesson A, pp. 20, CONGRUENCE Compare congruent figures Describe congruent figures as having the same size and shape Unit 7: Day 5, Lesson A, pp. 21, TRANSFORMATIONS Recognize a transformation Apply visualization and spatial reasoning in activities such as: tangrams Unit 7: Day 5, Lesson B, pp. 21, Identify and demonstrate slides, flips, and turns Unit 7: Day 5, Lesson B, pp. 21, Demonstrate symmetry Recognize that basic shapes have several lines of symmetry Refer to Grade 4: Unit 7: Day 3, Lesson A, Part 2, pp. 21, Demonstrate symmetry in basic shapes and pictures by drawing 2 lines of symmetry Refer to Grade 4: Unit 7: Day 3, Lesson A, Part 2, pp. 21, Grade Two 20

24 STANDARD 3.0 KNOWLEDGE OF MEASUREMENT: Students will identify attributes, units, or systems of measurements or apply a variety of techniques, formulas, tools or technology for determining measurements. MEASUREMENT SCALES Read customary and metric measurement scales Read the scale on a ruler to identify length, in inches Unit 7: Day 1, Lesson A, pp. 19, Unit 7: Day 1, Lesson B, pp. 20, Unit 7: Day 2, Lesson A, pp. 20, Tell time in intervals of 5 minutes using an analog clock Unit 7: Day 4 Lesson A, Part 1, pp. 19, Unit 7: Day 4, Lesson A, Part 2, pp. 19, Unit 7: Day 5, Lesson B, pp. 20, Compare the same time on analog and digital clocks Unit 7: Day 4 Lesson A, Part 1, pp. 19, Unit 7: Day 4, Lesson A, Part 2, pp. 19, Unit 7: Day 5, Lesson B, pp. 20, Read a thermometer to the nearest 5 ( F and C) on a thermometer with a scale of 10 intervals Related Content: Unit 2: Day 3, Lesson A, pp Identify and compare the weight of objects, to the nearest pound, on a standard scale Related Content: Unit 2: Day 1, Lesson A, pp. 7-8, Unit 2: Day 4, Lesson A, pp. 9, Grade Two 21

25 MEASUREMENT TOOLS Measure in customary and metric units Measure length of objects and pictures of objects using a ruler or tape measure to the nearest inch, centimeter, and foot Unit 7: Day 1, Lesson B, pp. 20, Unit 7: Day 2, Lesson A, pp. 20, Unit 7: Day 2, Lesson B, pp. 20, Measure capacity of objects using cup, pint, quart, liter, and gallon Related Content: Unit 7: Day 3, Lesson A, pp. 21, Measure objects to the nearest pound and kilogram using a variety of scales Related Content: Unit 7: Day 3, Lesson A, pp. 21, Select and use appropriate units of measure for length/height, weight, and capacity Unit 7: Day 1, Lesson A, pp. 19, Unit 7: Day 1, Lesson B, pp. 20, Unit 7: Day 2, Lesson A, pp. 20, Unit 7: Day 2, Lesson B, pp. 20, APPLICATIONS IN MEASUREMENT Apply measurement concepts Develop the concept of perimeter by counting units around a picture or geometric shape Refer to Grade 3: Unit 7: Day 4, Lesson A, pp. 19, Develop the concept of area by counting square units within a picture or geometric shape Refer to Grade 3: Unit 7: Day 4, Lesson A, pp. 21, Grade Two 22

26 Calculate to determine equivalent units Recognize equivalent units of 12 inches = 1 foot Unit 7: Day 1, Lesson B, pp. 20, Unit 7: Day 2, Lesson A, pp. 20, STANDARD 4.0 KNOWLEDGE OF STATISTICS: Students will collect, organize, display, analyze, or interpret data to make decisions or predictions. DATA DISPLAYS Collect, organize, and display data Collect data by conducting surveys Related Content: Unit 3: Day 4, Lesson A, pp Collect data in tables Unit 3: Day 4, Lesson A, pp Organize and display data to make pictographs using scales of 1:1 and 2:1 Preparation: Unit 3: Day 4, Lesson A, pp Organize and display data to make single bar graphs Preparation: Unit 3: Day 4, Lesson A, pp DATA ANALYSIS Analyze data Interpret data contained in tables Preparation: Unit 3: Day 4, Lesson A, pp Grade Two 23

27 Interpret data contained in pictographs using scales of 1:1 and 2:1 Preparation: Unit 3: Day 4, Lesson A, pp Interpret data contained in single bar graphs using a variety of categories and intervals of 1, 2, 5, and 10 Preparation: Unit 2: Day 3, Lesson A, pp. 8, Unit 3: Day 4, Lesson A, pp. 11, STANDARD 5.0 KNOWLEDGE OF PROBABILITY: Students will use experimental methods or theoretical reasoning to determine probabilities to make predictions or solve problems about events whose outcomes involve random variation. SAMPLE SPACE Identify possible outcomes Identify some possible outcomes that make up the sample space such as on a number cube rolling a 2 Preparation: Unit 1: Day 2, Lesson B, pp. 6, (number patterns) STANDARD 6.0 KNOWLEDGE OF NUMBER RELATIONSHIPS OR COMPUTATION: Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology. KNOWLEDGE OF NUMBER AND PLACE VALUE Apply knowledge of whole numbers and place value Use concrete materials to compose and decompose quantities up to 100 Unit 1: Day 1, Lesson A, Part 1, pp. 6, Unit 1: Day 1, Lesson A, Part 2, pp. 6, Grade Two 24

28 List multiple representations for a number Unit 1: Day 1, Lesson B, pp. 6, Unit 1: Day 5, Lesson A, pp. 7, Develop a sense of the size of a number in relation to other numbers Unit 1: Day 4, Lesson A, pp. 7, Unit 1: Day 4, Lesson B, pp. 7, Unit 2: Day 1, Lesson A, pp. 7-8, Use the numbers of 10, 50, and 100 as anchors in relationship to other numbers Unit 1: Day 1, Lesson A, Part 1, pp. 6, Read, write, and represent whole numbers using models, symbols, and words through 1000 Unit 1: Day 1, Lesson A, Part 1, pp. 6, Unit 1: Day 1, Lesson A, Part 2, pp. 6, Unit 1: Day 4, Lesson B, pp. 7, Unit 1: Day 5, Lesson A, pp. 7, Express whole numbers up to 999 using expanded form Unit 1: Day 5, Lesson B, pp. 7, Identify the place value of a digit in whole numbers up to 999 Unit 1: Day 5, Lesson B, pp. 7, Unit 1: Day 3, Lesson B, pp. 7, Compare and order whole numbers up to 999 using words and relational symbols ( >, <, =) Unit 2: Day 4, Lesson A, pp. 9, Unit 2: Day 4, Lesson B, pp. 9, Estimate quantities up to 100 using a reference point such as 10 and the terminology "about" Unit 2: Day 5, Lesson A, pp. 9, Unit 2: Day 5, Lesson B, pp. 9, Count forward by 2s, 5s, and 10s starting with numbers other than one Unit 2: Day 3, Lesson A, pp Count backward by 2s, 5s, and 10s from a multiple of that number Unit 2: Day 3, Lesson A, pp Grade Two 25

29 Use ordinal numbers to indicate position up to thirty-first Unit 2: Day 3, Lesson B, Part 2, pp. 9, Apply knowledge of fractions Read, write, and represent fractions as parts of a single region using symbols or models with denominators of 2, 3, or 4 Unit 4: Day 4, Lesson A, pp. 13, Read, write, and represent halves or fourths as parts of a set using symbols, words, and models Unit 4: Day 1, Lesson A, pp. 12, Unit 4: Day 1, Lesson B, pp. 12, Unit 4: Day 5, Lesson A, pp. 13, Apply knowledge of money Determine the value of a given set of mixed currency up to $10 Unit 5: Day 10, Lesson B, pp. 17, Represent money amounts up to $10 Unit 5: Day 10, Lesson B, pp. 17, Compare the value of 2 sets of mixed currency up to $10 Unit 5: Day 10, Lesson B, pp. 17, NUMBER THEORY Apply number relationships Build and describe models of even and odd numbers using concrete materials, and discuss the models Related Content: Unit 1: Day 2, Lesson B, pp. 6, Grade Two 26

30 NUMBER COMPUTATION Analyze number relations and compute Demonstrate proficiency with addition and subtraction basic facts using a variety of strategies Unit 3: Day 1, Lesson A, pp. 10, Unit 3: Day 1, Lesson B, pp. 10, Add no more than 3 whole number addends with no more than 2 digits in each addend and a sum of no more than 100 Unit 5: Day 1, Lesson A, Part 1, pp , Unit 5: Day 1, Lesson A, Part 2, pp , Unit 5: Day 1, Lesson B, pp. 14, Unit 5: Day 3, Lesson A, pp. 14, Unit 5: Day 3, Lesson B, pp. 14, Unit 5: Day 4, Lesson B, pp. 15, Subtract whole numbers with no more than 2 digits in the minuend or the subtrahend Unit 5: Day 6, Lesson A, Part 1, pp. 15, Unit 5: Day 6, Lesson A, Part 2, pp , Unit 5: Day 6, Lesson B, pp. 16, Unit 5: Day 8, Lesson A, pp. 16, Unit 5: Day 9, Lesson A, pp , Solve word problems based on addition or subtraction situations Unit 3: Day 1, Lesson B, pp. 8, Unit 5: Day 5, Lesson B, pp. 15, Unit 5: Day 10, Lesson A, pp. 17, Write word problems for addition and subtraction situations Unit 5: Day 4, Lesson B, pp. 15, Unit 5: Day 8, Lesson B, pp. 16, Add and subtract money amounts up to $1 Unit 5: Day 10, Lesson B, pp. 17, Apply the concept of inverse operations to addition and subtraction Unit 3: Day 2, Lesson A, pp. 10, Unit 3: Day 2, Lesson B, pp. 10, Unit 3: Day 3, Lesson A, pp. 10, Grade Two 27

31 Build equal groups to model multiplication Unit 6: Day 1, Lesson A, pp. 17, Unit 6: Day 2, Lesson A, pp. 18, Build groups that share equally for division Unit 6: Day 4, Lesson B, pp. 19, Unit 6: Day 5, Lesson B, pp. 19, Estimation Determine the reasonableness of sums and differences Unit 5: Day 4, Lesson A, pp. 15, STANDARD 7.0 PROCESS OF MATHEMATICS: Students will demonstrate the processes of mathematics by making connections and applying reasoning to solve problems and to communicate their findings. PROBLEM SOLVING Apply a variety of concepts, processes, and skills to solve problems Identify the question in the problem Every lesson begins with a Problem of the Day warm-up that reinforces previously taught skills. Examples can be found in the following lessons: Unit 1: Day 4, Lesson B, pp. 7, Unit 3: Day 2, Lesson B, pp. 10, Decide if enough information is present to solve the problem Every lesson begins with a Problem of the Day warm-up that reinforces previously taught skills. Examples can be found in the following lessons: Unit 1: Day 1, Lesson B, pp. 6, Unit 5 Day 10, Lesson A, pp. 17, Make a plan to solve a problem Lesson Practice pages can be found in worked-out examples to help students think through a problem and solve it. Examples can be found in the following lessons: Unit 4: Day 1, Lesson B, pp. 12, Unit 5: Day 10, Lesson A, pp. 17, Grade Two 28

32 Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation Math Around the Clock lessons enhance specific problem-solving skills and strategies. Examples can be found in the following lessons: Unit 3: Day 2, Lesson B, pp. 10, Unit 4: Day 2, Lesson A, pp. 12, Unit 7: Day 2, Lesson A, pp. 20, Select a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation Math Around the Clock lessons enhance specific problem-solving skills and strategies. Examples can be found in the following lessons: Unit 3: Day 2, Lesson B, pp. 10, Unit 4: Day 2, Lesson A, pp. 12, Unit 7: Day 2, Lesson A, pp. 20, Identify alternative ways to solve a problem Daily problem-solving practice helps students gain confidence about solving problems. Examples can be found in the following lesson: Unit 3: Day 2, Lesson A, pp. 10, Show that a problem might have multiple solutions or no solution Daily problem-solving practice helps students gain confidence about solving problems. Examples can be found in the following lessons: Unit 3: Day 2, Lesson A, pp. 10, Unit 3: Day 4, Lesson B, pp. 11, Unit 7: Day 2, Lesson A, pp. 20, Extend the solution of a problem to a new problem situation Activities deepen students understanding of mathematics. Examples can be found in the following lessons: Unit 4: Day 3, Lesson B, pp. 13, Unit 5: Day 4, Lesson B, pp. 15, REASONING Justify ideas or solutions with mathematical concepts or proofs Use inductive or deductive reasoning Students are actively involved in building mathematical reasoning skills. Examples can be found in the following lessons: Unit 7: Day 1, Lesson A, pp. 19, Unit 7: Day 2, Lesson A, pp. 20, Grade Two 29

33 Make or test generalizations Math Around the Clock supports students in higher level thinking skills. Examples can be found in the following lesson: Unit 7: Day 1, Lesson A, pp. 19, Support or refute mathematical statements or solutions Students justify their answers throughout Math Around the Clock. Examples can be found in the following lessons: Unit 3: Day 2, Lesson B, pp. 10, Unit 5: Day 7, Lesson B, Part 2, pp. 16, Unit 7: Day 3, Lesson B, pp. 20, Use methods of proof, i.e., direct, indirect, paragraph, or contradiction Practice worksheets involve students in using different methods of proof. Examples can be found in the following lessons: Unit 7: Day 2, Lesson B, pp. 20, Unit 7: Day 3, Lesson A, pp. 21, Unit 7: Day 4, Lesson A, pp. 20, COMMUNICATION Present mathematical ideas using words, symbols, visual displays, or technology Use multiple representations to express concepts or solutions Students utilize different representations. Examples can be found in the following lessons: Unit 1: Day 1, Lesson B, pp. 6, Unit 1: Day 5, Lesson A, pp. 7, Express mathematical ideas orally Students have daily opportunities to verbalize their understanding of mathematics. Examples can be found in the following lessons: Unit 1: Day 2, Lesson B, pp. 6, Unit 5: Day 7, Lesson B, Part 1, pp. 16, Unit 5: Day 10, Lesson B, pp. 17, Explain mathematically ideas in written form Expressing mathematical problems in written form improves students writing skills and gives them a chance to explain their thinking and become better problem solvers. Examples can be found in the following lessons: Unit 5: Day 1, Lesson B, pp. 14, Unit 7: Day 3, Lesson B, pp. 14, Grade Two 30

34 Express solutions using concrete materials Essential math tools give students all the materials they need for every activity, lesson, and game in the program. Examples can be found in the following lessons: Unit 1: Day 1, Lesson A, Part 1, pp. 6, Unit 2: Day 2, Lesson A, pp. 8, Unit 5: Day 4, Lesson A, pp. 11, Express solutions using pictorial, tabular, graphical, or algebraic methods Students express solutions in a wide variety of methods throughout Math Around the Clock. Examples can be found in the following lessons: Unit 2: Day 2, Lesson B, pp. 8, Unit 3: Day 1, Lesson A, pp. 10, Unit 7: Day 2, Lesson A, pp. 20, Explain solutions in written form Expressing mathematical problems in written form improves students writing skills and gives them a chance to explain their thinking and become better problem solvers. Examples can be found in the following lessons: Unit 5: Day 1, Lesson B, pp. 14, Unit 7: Day 3, Lesson B, pp. 14, Ask questions about mathematical ideas or problems Questioning is used consistently to engage students. Examples can be found in the following lessons: Unit 1: Day 5, Lesson B, pp. 7, Unit 5: Day 2, Lesson A, pp. 14, Unit 5: Day 4, Lesson A, pp. 15, Give or use feedback to revise mathematical thinking Feedback is an integral part of Math Around the Clock. Examples can be found in the following lessons: Unit 5: Day 8, Lesson A, pp. 16, Unit 5: Day 9, Lesson A, pp , Unit 7: Day 5, Lesson A, pp. 21, Grade Two 31

35 CONNECTIONS Relate or apply mathematics within the discipline, to other disciplines, and to life Identify mathematical concepts in relationship to other mathematical concepts Mathematical concepts are developed through meaningful hands-on activities. Examples can be found in the following lessons: Unit 1: Day 5, Lesson B, pp. 7, Unit 4: Day 3, Lesson A, pp. 13, Unit 5: Day 1, Lesson A, Part 2, pp. 14, Identify mathematical concepts in relationship to other disciplines Students see math as useful when they see connections between math and other subjects in school. Examples can be found in the following lessons: Unit 5: Day 8, Lesson B, pp. 16, Unit 5: Day 10, Lesson B, pp. 17, Identify mathematical concepts in relationship to life Mathematical concepts are developed through meaningful hands-on activities. Examples can be found in the following lessons: Unit 1: Day 2, Lesson A, pp. 6, Unit 5: Day 3, Lesson A, pp. 14, Unit 7: Day 3, Lesson A, pp. 21, Use the relationship among mathematical concepts to learn other mathematical concepts Students utilize their knowledge of mathematical concepts to learn. Examples can be found in the following lessons: Unit 1: Day 4, Lesson B, pp. 7, Unit 4: Day 4, Lesson A, pp. 13, Unit 7: Day 4, Lesson B, pp. 21, Grade Two 32

36 to the Grade Three STANDARD 1.0 KNOWLEDGE OF ALGEBRA, PATTERNS, OR FUNCTIONS: Students will algebraically represent, model, analyze, or solve mathematical or realworld problems involving patterns or functional relationships. PATTERNS AND FUNCTIONS Identify, describe, extend, and create numeric patterns and functions Represent and analyze numeric patterns using skip counting Use 2, 5, 10, or 100 starting with any whole number (0 1000) Unit 3: Day 3, Lesson B, pp. 10, Unit 4: Day 4, Lesson A, pp , Represent and analyze numeric patterns using skip counting Use 3 or 4 starting with 0, 1, 2, 3, or 4 (0 30) Unit 4: Day 1, Lesson B, Part 1, pp. 11, Represent and analyze numeric patterns using skip counting backward Use 10 or 100 starting with any whole number (0 1000) Unit 4: Day 4, Lesson A, pp , Complete a function table using a given addition or subtraction rule Unit 8: Day 3, Lesson A, pp. 21, Grade Three 33

37 Identify, describe, extend, and create non-numeric patterns Represent and analyze growing patterns using symbols, shapes, designs, or pictures Start at the beginning, show at least 3 levels but no more than 5 levels, and ask for the next level Related Content - Refer to Grade 1: Unit 8: Day 1, Lesson A, Part 1, pp. 20, Unit 8: Day 1, Lesson A, Part 2, pp. 20, Unit 8: Day 1, Lesson A, Part 3, pp. 20, Represent and analyze repeating patterns using symbols, shapes, designs, or pictures Use no more than 4 objects in the core of the pattern Related Content - Refer to Grade 1: Unit 8: Day 1, Lesson A, Part 1, pp. 20, Unit 8: Day 1, Lesson A, Part 2, pp. 20, Unit 8: Day 1, Lesson A, Part 3, pp. 20, EXPRESSIONS, EQUATIONS, AND INEQUALITIES Write and identify expressions Represent numeric quantities using operational symbols (+, -,, ) Use operational symbols (+ or -) and whole numbers (0 50) Unit 2: Day 1, Lesson A, Part 1, pp. 7, Unit 2: Day 1, Lesson A, Part 2, pp. 7, Unit 2: Day 1, Lesson B, pp. 8, Unit 2: Day 3, Lesson A, pp. 8, Unit 2: Day 3, Lesson B, Part 1, pp. 8, Unit 2: Day 3, Lesson B, Part 2, pp. 8, Unit 2: Day 4, Lesson A, Part 1, pp. 8, Unit 2: Day 4, Lesson A, Part 2, pp. 8, Unit 2: Day 4, Lesson B, pp. 8, Unit 2: Day 5, Lesson A, pp. 8-9, Grade Three 34

38 Identify, write, solve, and apply equations and inequalities Represent relationships using appropriate relational symbols (<, >, or =) and operational symbols (+,-, ) on either side Use operational symbols (+ or -) and whole numbers (0 1000) Unit 2: Day 1, Lesson A, Part 1, pp. 7, Unit 2: Day 1, Lesson A, Part 2, pp. 7, Unit 2: Day 1, Lesson B, pp. 8, Unit 2: Day 2, Lesson B, pp. 8, Unit 2: Day 3, Lesson A, pp. 8, Unit 2: Day 3, Lesson B, Part 1, pp. 8, Unit 2: Day 3, Lesson B, Part 2, pp. 8, Unit 2: Day 4, Lesson A, Part 1, pp. 8, Unit 2: Day 4, Lesson A, Part 2, pp. 8, Unit 2: Day 4, Lesson B, pp. 8, Unit 2: Day 5, Lesson A, pp. 8-9, Unit 2: Day 5, Lesson B, pp. 9, Find the missing number (unknown) in a number sentence (equation) using operational symbols (+, -,, ) Use one operational symbol (+ or -) and whole numbers (0 100) Unit 2: Day 1, Lesson A, Part 1, pp. 7, Unit 2: Day 1, Lesson A, Part 2, pp. 7, Unit 2: Day 1, Lesson B, pp. 8, Unit 2: Day 3, Lesson A, pp. 8, Unit 2: Day 3, Lesson B, Part 1, pp. 8, Unit 2: Day 3, Lesson B, Part 2, pp. 8, Unit 2: Day 4, Lesson A, Part 1, pp. 8, Unit 2: Day 4, Lesson A, Part 2, pp. 8, Unit 2: Day 4, Lesson B, pp. 8, Unit 2: Day 5, Lesson A, pp. 8-9, Find the missing number(s) (unknown) on one or both sides of a number sentence (equation) Unit 8: Day 2, Lesson A, pp. 20, Grade Three 35

39 NUMERIC AND GRAPHIC REPRESENTATIONS OF RELATIONSHIPS Locate points on a number line Represent whole numbers on a number line Use whole numbers (0-500) Refer to Grade 2: Unit 2: Day 5, Lesson A, pp. 9, Unit 2: Day 5, Lesson b, pp. 9, Represent proper fractions on a number line Use fractions that have denominators of 2, 3, or 4 Related Content: Unit 6: Day 2, Lesson b, pp. 16, STANDARD 2.0 KNOWLEDGE OF GEOMETRY: Students will apply the properties of one-, two, or three-dimensional geometric figures to describe, reason, or solve problems about shape, size, position, or motion of objects. PLANE GEOMETRIC FIGURES Analyze the properties of plane geometric figures Identify or describe points, lines, line segments, rays, and angles Unit 7: Day 1, Lesson B, pp. 18, Identify or describe polygons Use triangles, quadrilaterals, pentagons, hexagons, or octagons and the number of sides or vertices Unit 7: Day 2, Lesson A, pp. 18, Unit 7: Day 2, Lesson B, pp. 19, Unit 7: Day 3, Lesson A, pp. 19, Grade Three 36