New Jersey Model Curriculum Grades K-6

Transcription

1 A Correlation of to the New Jersey Model Curriculum Grades K-6

2 Introduction This correlation shows the alignment between Scott Foresman Addison Wesley envisionmath, 2011, to the New Jersey Model Curriculum for grades K-6. Lessons in the Teacher s Edition include facsimile pages of the Student Edition. References to Interactive Lesson Support for English Language Learners are also included. Interactive Lesson Support for English Language Learners is a lesson-by-lesson companion to Scott Foresman Addison Wesley envisionmath and Scott Foresman Addison Wesley envisionmath en español. It has been designed to provide manageable support for teachers and their students who are challenged by language issues in Mathematics, no matter what their first language may be. The envisionmath program is based around scientific research on how children learn mathematics as well as on classroom-based evidence that validates proven reliability. Personalized Curriculum envisionmath provides 20 focused topics, (16 in Kindergarten), that are coherent, digestible groups of lessons focusing on one or a few related content areas. A flexible sequence of topics is small enough for a district to rearrange into a personalized curriculum that matches the sequence preferred by the district. The curriculum is designed so that all standards can be taught before the major mathematics testing. Instructional Design envisionmath teaches for deep conceptual understanding using research-based best practices. Essential understandings connected by Big Ideas are explicitly stated in the Teacher s Edition. Daily Spiral Review and the Problem of the Day focus foundational skills and allow for ongoing practice with a variety of problem types. Daily interactive concept development encourages students to interact with teachers and other students to develop conceptual understanding. Visual Learning allows students to benefit from seeing math ideas portrayed pictorially as well as being able to see connections between ideas. envisionmath created a Visual Learning Bridge which is a step-by-step bridge between the interactive learning activity and the lesson exercises to help students focus on one idea at a time and see the connections within the sequence of ideas. The strong sequential visual/verbal connections deepen conceptual understanding for students of all learning modalities and are particularly effective with English language learners and struggling readers. Guiding questions in blue type help the teacher guide students through the examples, ask probing questions to stimulate higher order thinking, and allow for checking of understanding. Differentiated Instruction envisionmath engages and interests all students with leveled activities for ongoing differentiated instruction. A Teacher-Directed Intervention activity at the end of every lesson provides immediate opportunities to get students on track. In addition, ready made leveled learning centers for each lesson allow different students to do the same activity at different levels at the same time giving the teacher uninterrupted time to focus on re-teaching students who require intervention. All centers can be used repeatedly due to the inclusion of a Try Again at the end. They can also be used for ongoing review and they can be used year after year. Topic-specific considerations for EL, Special Education, At-Risk, and Advanced students enable the teacher to accommodate the diverse learners in the classroom. Copyright 2013 Pearson Education, Inc. or its affiliate(s). All rights reserved

3 Table of Contents Kindergarten... 1 Grade Grade Grade Grade Grade Grade Copyright 2013 Pearson Education, Inc. or its affiliate(s). All rights reserved

4 New Jersey Model Curriculum Kindergarten Unit 1 Know number names and the count sequence. Kindergarten K.CC.1 Count to 100 by ones and by tens. Kindergarten SE/ Topic , , Topic A-224C, 225A-226C, 227A- 228C K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). SE/ Topic , 57-58, Topic , 85-86, Topic , , , Topic 4 53A-54C, 57A-58C, 59A-60C Topic 5 79A-80C, 85A-86C, 91A-92C Topic A-214C, 215A-216C, 217A- 218C, 219A-220C 1

5 New Jersey Model Curriculum Kindergarten Unit 1 Count to tell the number of objects. Kindergarten K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger. K.CC.5 Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1 20, count out that many objects. Kindergarten SE/ Topic Topic , 53-54, 55-56, 57-58, Topic , 79-80, 81-82, 85-86, 87-88, Topic , , , , Topic 3 43A-44C Topic 4 51A-52C, 53A-54C, 55A-56C, 57A- 58C, 59A-60C Topic 5 75A-76C, 79A-80C, 81A-82C, 85A- 86C, 87A-88C, 91A-92C Topic A-214C, 215A-216C, 217A- 218C, 219A-220C, 223A-224C SE/ Topic , 53-54, 55-56, 57-58, 59-60, Topic , 79-80, 81-82, 85-86, 87-88, Topic , , , Topic 4 51A-52C, 53A-54C, 55A-56C, 57A- 58C, 59A-60C, 69A-70C Topic 5 75A-76C, 79A-80C, 81A-82C, 85A- 86C, 87A-88C, 91A-92C Topic A-214C, 215A-216C, 217A- 218C, 219A-220C 2

6 New Jersey Model Curriculum Kindergarten Unit 1 Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Kindergarten K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Kindergarten SE/ Topic Topic Topic , , , , , , Topic , , , , , , Topic 2 27A-28C Topic 6 107A-108C Topic A-178C, 179A-180C, 181A- 182C, 183A-184C, 185A-186C, 187A-188C, 189A-190C Topic A-196C, 197A-198C, 199A- 200C, 201A-202C, 203A-204C, 205A-206C, 207A-208C 3

7 New Jersey Model Curriculum Kindergarten Unit 2 Know number names and the count sequence. Kindergarten K.CC.1 Count to 100 by ones and by tens. Kindergarten SE/ Topic , , Topic A-224C, 225A-226C, 227A- 228C K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). SE/ Topic Topic , Topic 5 93A-94C Topic A-224C, 231A-232C K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). SE/ Topic , 57-58, Topic , 85-86, Topic , , , Topic 4 53A-54C, 57A-58C, 59A-60C Topic 5 79A-80C, 85A-86C, 91A-92C Topic A-214C, 215A-216C, 217A- 218C, 219A-220C 4

8 New Jersey Model Curriculum Kindergarten Unit 2 Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Kindergarten K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Kindergarten SE/ Topic Topic , , , , , , Topic , , , , , , Topic 2 27A-28C Topic A-178C, 179A-180C, 181A- 182C, 183A-184C, 185A-186C, 187A-188C, 189A-190C Topic A-196C, 197A-198C, 199A- 200C, 201A-202C, 203A-204C, 205A-206C, 207A-208C K.OA.5 Fluently add and subtract within 5 SE/ Topic , , , , , , Topic , , , , , , Topic A-178C, 179A-180C, 181A- 182C, 183A-184C, 185A-186C, 187A-188C, 189A-190C Topic A-196C, 197A-198C, 199A- 200C, 201A-202C, 203A-204C, 205A-206C, 207A-208C 5

9 New Jersey Model Curriculum Kindergarten Unit 2 Classify objects and count the number of objects in each category. Kindergarten K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Kindergarten SE/ Topic 1 3-4, 5-6, 7-8, 9-10, Topic Topic , , , Topic 1 3A-4C, 5A-6C, 7A-8C, 9A-10C, 11A-12C Topic 5 95A-96C Topic A-294C, 295A-296C, 297A- 298C, 301A-302C 6

10 New Jersey Model Curriculum Kindergarten Unit 3 Know number names and the count sequence. Kindergarten K.CC.1 Count to 100 by ones and by tens. Kindergarten SE/ Topic , , Topic A-224C, 225A-226C, 227A- 228C K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). SE/ Topic , 57-58, Topic , 85-86, Topic , , , Topic 4 53A-54C, 57A-58C, 59A-60C Topic 5 79A-80C, 85A-86C, 91A-92C Topic A-214C, 215A-216C, 217A- 218C, 219A-220C 7

11 New Jersey Model Curriculum Kindergarten Unit 3 Compare numbers. Kindergarten K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Kindergarten SE/ Topic , 65-66, Topic , , , , Topic Topic 4 63A-64C, 65A-66C, 67A-68C Topic 6 101A-102C, 103A-104C, 105A- 106C, 107A-108C, 109A-110C Topic A-290C K.CC.7 Compare two numbers between 1 and 10 presented as written numerals. SE/ Topic , , , Topic 6 101A-102C, 103A-104C, 105A- 106C, 107A-108C 8

12 New Jersey Model Curriculum Kindergarten Unit 3 Describe and compare measurable attributes. Kindergarten K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Kindergarten SE/ Topic , , , , , , , , , Topic 9 153A-154C, 155A-156C, 157A- 158C, 159A-160C, 161A-162C, 163A-164C, 165A-166C, 167A-168C, 169A-170C, 171A- 172C K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has more of / less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. SE/ Topic , , , , , Topic 9 153A-154C, 155A-156C, 157A- 158C, 161A-162C, 163A-164C, 167A-168C Analyze, compare, create, and compose shapes. K.G.4 Analyze and compare two- and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/ corners ) and other attributes (e.g., having sides of equal length). SE/ Topic , , , , Topic 7 115A-116C, 117A-118C, 121A- 122C, 127A-128C, 129A-130C 9

13 New Jersey Model Curriculum Kindergarten Unit 4 Know number names and the count sequence. Kindergarten K.CC.1 Count to 100 by ones and by tens. Kindergarten SE/ Topic , , Topic A-224C, 225A-226C, 227A- 228C Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = and 5 = 4 + 1). K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. K.OA.5 Fluently add and subtract within 5 SE/ Topic , Topic , 83-84, Topic 4 61A-62C, 69-70C Topic 5 77A-78C, 83A-84C, 89A-90C SE/ Topic Topic 5 89A-90C SE/ Topic , , , , , , Topic A-178C, 179A-180C, 181A- 182C, 183A-184C, 185A-186C, 187A-188C, 189A-190C 10

14 New Jersey Model Curriculum Kindergarten Unit 4 Work with numbers to gain foundations for place value. Kindergarten K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = ); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Kindergarten Topic , 214, 214C, 216A, 216, 216C, 218, 218C, 219, 220C 11

15 New Jersey Model Curriculum Kindergarten Unit 5 Know number names and the count sequence. Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Kindergarten K.CC.1 Count to 100 by ones and by tens. K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.G.2 Correctly name shapes regardless of their orientations or overall size. K.G.3 Identify shapes as two-dimensional (lying in a plane, flat ) or three dimensional ( solid ). Kindergarten SE/ Topic , , Topic A-224C, 225A-226C, 227A- 228C SE/ Topic , 19-20, 21-22, 23-24, 25-26, Topic , , Topic 2 17A-18C, 19A-20C, 21A-22C, 23A-24C, 25A-26C, 27A-28C Topic 7 115A-116C, 117A-118C, 125A- 126C SE/ Topic , , Topic 7 115A-116C, 117A-118C, 125A- 126C SE/ Topic , , , , Topic 7 115A-116C, 117A-118C, 121A- 122C, 127A-128C, 129A-130C 12

16 New Jersey Model Curriculum Kindergarten Unit 5 Analyze, compare, create, and compose shapes. Kindergarten K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Kindergarten SE/ Topic 7 124, Topic 7 119, 123, 124A, 124C, 129A-130C K.G.6 Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? SE/ Topic Topic 7 119A-120C 13

17 New Jersey Model Curriculum Grade 1 Unit 1: Add and subtract within 20 Add and subtract within 20. Grade 1 1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13). SE/ Topic Topic Topic 6 143A-146B Topic 7 171A-174B Grade 1 SE/ Topic , 55-58, 59-62, 63-66, 67-70, Topic , 87-90, 91-94, 95-98, , , Topic , , , Topic , , , , , Topic , , , Topic 3 51A-54B, 55A-58B, 59A-62B, 63A- 66B, 67A-70B, 71A-74B Topic 4 83A-86B, 87A-90B, 91A-94B, 95A- 98B, 99A-102B, 103A-106B, 107A-110B Topic 7 171A-174B, 175A-178B, 179A- 182B, 183A-186B Topic A-484B, 485A-488B, 489A- 492B, 497A-500B, 501A-504B, 505A-508B Topic A-520B, 521A-524B, 525A- 528B, 529A-532B 14

18 New Jersey Model Curriculum Grade 1 Unit 1: Add and subtract within 20 Understand and apply properties of operations and the relationship between addition and subtraction. Grade 1 1.OA.3 Apply properties of operations as strategies to add and subtract. Examples: If = 11 is known, then = 11 is also known. (Commutative property of addition.) To add , the second two numbers can be added to make a ten, so = = 12. (Associative property of addition.) SE/ Topic Topic Topic Grade 1 Topic 3 71A-74B Topic 6 143A-146B Topic A-508B 1.OA.4 Understand subtraction as an unknownaddend problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. SE/ Topic , 87-90, 91-94, 95-98, , , Topic Topic , , Topic , , , Topic 4 83A-86B, 87A-90B, 91A-94B, 95A- 98B, 99A-102B, 103A-106B, 107A-110B Topic 5 131A-134B Topic 7 175A-178B, 179A-182B, 183A- 186B Topic A-520B, 521A-524B, 525A- 528B, 529A-532B 15

19 New Jersey Model Curriculum Grade 1 Unit 1: Add and subtract within 20 Extend the counting sequence. Grade 1 1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Grade 1 SE/ Topic 1 3-6, 7-10, 11-14, 15-18, 19-22, Topic , , Topic , , , Topic 1 3A-6B, 7A-10B, 11A-14B, 15A- 18B, 19A-22B, 23A-26B Topic A-274B, 275A-278B, 279A- 282B Topic A-306B, 307A-310B, 311A- 314B, 315A-318B Understand place value. 1.NBT.2 Understand that the two digits of a twodigit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones called a ten. b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. SE/ Topic Topic Topic , , , , , Topic Topic 1 11A-14B Topic A-266B Topic A-306B, 307A-310B, 311A- 314B, 315A-318B, 319A-322B, 323A-326B Topic A-338B 16

20 New Jersey Model Curriculum Grade 1 Unit 2: Represent and solve problems involving addition and subtraction Represent and solve problems involving addition and subtraction. Grade 1 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Grade 1 SE/ Topic , 55-58, 59-62, 63-66, 67-70, 71-74, Topic , 87-90, 91-94, 95-98, , , , Topic Topic , , , , Topic , , , , , Topic Topic 3 51A-54B, 55A-58B, 59A-62B, 63A- 66B, 67A-70B, 71A-74B, 75A-78B Topic 4 83A-86B, 87A-90B, 91A-94B, 95A- 98B, 99A-102B, 103A-106B, 107A-110B, 111A-114B Topic 6 163A-166B Topic 7 171A-174B, 175A-178B, 179A- 182B, 183A-186B, 187A-190B Topic A-484B, 485A-488B, 489A- 492B, 493A-496B, 497A-500B, 501A-504B Topic A-536B SE/ Topic Topic ,

21 New Jersey Model Curriculum Grade 1 Unit 2: Represent and solve problems involving addition and subtraction Work with addition and subtraction equations. Grade 1 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 1, = 2 + 5, = OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 = 3, =. Grade 1 SE/ Topic Topic Topic 6 145, Topic Topic 3 63A-66B Topic 4 95A-98B Topic 6 145, 163A-166B Topic A-318B SE/ Topic Topic , 87-90, 91-94, , , Topic Topic , , Topic , , Topic , , Topic 3 63A-66B Topic 4 83A-86B, 87A-90B, 91A-94B, 99A- 102B, 103A-106B, 107A-110B Topic 5 131A-134B Topic 7 175A-178B, 179A-182B, 183A- 186B Topic B, 497A-500B, 501A- 504B Topic A-524B, 525A-528B, 529A- 532B 18

22 New Jersey Model Curriculum Grade 1 Unit 2: Represent and solve problems involving addition and subtraction Extend the counting sequence. Grade 1 1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Grade 1 SE/ Topic 1 3-6, 7-10, 11-14, 15-18, 19-22, Topic , , Topic , , , Topic 1 3A-6B, 7A-10B, 11A-14B, 15A- 18B, 19A-22B, 23A-26B Topic A-274B, 275A-278B, 279A- 282B Topic A-306B, 307A-310B, 311A- 314B, 315A-318B 19

23 New Jersey Model Curriculum Grade 1 Unit 3: Understand place value Understand place value. Grade 1 1.NBT.2 Understand that the two digits of a twodigit number represent amounts of tens and ones. Understand the following as special cases: c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Grade 1 SE/ Topic Topic Topic , , , , , Topic Topic 1 11A-14B Topic A-266B Topic A-306B, 307A-310B, 311A- 314B, 315A-318B, 319A-322B, 323A-326B Topic A-338B 1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. SE/ Topic Topic , , , , , Topic 2 31A-34B Topic A-342B, 343A-346B, 347A- 350B, 351A-354B, 355A-358B, 359A-362B 20

24 New Jersey Model Curriculum Grade 1 Unit 3: Understand place value Use place value understanding and properties of operations to add and subtract. Grade 1 1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 1.NBT.6 Subtract multiples of 10 in the range from multiples of 10 in the range (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Grade 1 SE/ Topic , Topic , , , Topic A-334B, 335A-338B Topic A-612B, 613A-616B, 617A- 620B, 621A-624B SE/ Topic Topic , Topic A-334B Topic A-628B, 629A-632B SE/ Topic Topic , , Topic A-334B Topic A-628B, 629A-632B, 633A- 636B 21

25 New Jersey Model Curriculum Grade 1 Unit 4: Measure lengths indirectly and by iterating length units Measure lengths indirectly and by iterating length units. Tell and write time. Reason with shapes and their attributes. Grade 1 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. 1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. 1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. SE/ Topic Grade 1 Topic A-398B SE/ Topic , , , Topic A-402B, 403A-406B, 407A- 410B, 411A-414B SE/ Topic , , Topic A-456B, 457A-460B, 461A- 464B SE/ Topic , , , , Topic 8 195A-198B, 199A-202B, 227A- 230B, 231A-234B, 235A-238B 22

26 New Jersey Model Curriculum Grade 1 Unit 4: Measure lengths indirectly and by iterating length units Represent and solve problems involving addition and subtraction. Grade 1 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Grade 1 SE/ Topic , 55-58, 59-62, 63-66, 67-70, 71-74, Topic , 87-90, 91-94, 95-98, , , , Topic Topic , , , , Topic , , , , , Topic Topic 3 51A-54B, 55A-58B, 59A-62B, 63A- 66B, 67A-70B, 71A-74B, 75A-78B Topic 4 83A-86B, 87A-90B, 91A-94B, 95A- 98B, 99A-102B, 103A-106B, 107A-110B, 111A-114B Topic 6 163A-166B Topic 7 171A-174B, 175A-178B, 179A- 182B, 183A-186B, 187A-190B Topic A-484B, 485A-488B, 489A- 492B, 493A-496B, 497A-500B, 501A-504B Topic A-536B 23

27 New Jersey Model Curriculum Grade 1 Unit 4: Measure lengths indirectly and by iterating length units Add and subtract within 20. Grade 1 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13). Grade 1 SE/ Topic , 55-58, 59-62, 63-66, 67-70, Topic , 87-90, 91-94, 95-98, , , Topic , , , , Topic , , , Topic , , , , , Topic , , , Topic 3 51A-54B, 55A-58B, 59A-62B, 63A- 66B, 67A-70B, 71A-74B Topic 4 83A-86B, 87A-90B, 91A-94B, 95A- 98B, 99A-102B, 103A-106B, 107A-110B Topic 6 143A-146B, 147A-150B, 151A- 154B, 155A-158B, 159A-162B Topic 7 171A-174B, 175A-178B, 179A- 182B, 183A-186B Topic A-484B, 485A-488B, 489A- 492B, 497A-500B, 501A-504B, 505A-508B Topic A-520B, 521A-524B, 525A- 528B, 529A-532B 24

28 New Jersey Model Curriculum Grade 1 Unit 4: Measure lengths indirectly and by iterating length units Extend the counting sequence. Grade 1 1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Grade 1 SE/ Topic 1 3-6, 7-10, 11-14, 15-18, 19-22, Topic , , Topic , , , Topic 1 3A-6B, 7A-10B, 11A-14B, 15A- 18B, 19A-22B, 23A-26B Topic A-274B, 275A-278B, 279A- 282B Topic A-306B, 307A-310B, 311A- 314B, 315A-318B 25

29 New Jersey Model Curriculum Grade 1 Unit 5: Reason with shapes and their attributes Represent and interpret data. Grade 1 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Grade 1 SE/ Topic , , , , , , Topic A-544B, 545A-548B, 549A- 552B, 557A-560B, 561A-564B, 565A-568B, 569A-572B Reason with shapes and their attributes. 1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. SE/ Topic , Topic 8 203A-206B, 207A-210B, 234B 1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. SE/ Topic , Topic A-588B, 589A-592B 26

30 New Jersey Model Curriculum Grade 1 Unit 5: Reason with shapes and their attributes Represent and solve problems involving addition and subtraction. Grade 1 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Grade 1 SE/ Topic , 55-58, 59-62, 63-66, 67-70, 71-74, Topic , 87-90, 91-94, 95-98, , , , Topic Topic , , , , Topic , , , , , Topic Topic 3 51A-54B, 55A-58B, 59A-62B, 63A- 66B, 67A-70B, 71A-74B, 75A-78B Topic 4 83A-86B, 87A-90B, 91A-94B, 95A- 98B, 99A-102B, 103A-106B, 107A-110B, 111A-114B Topic 6 163A-166B Topic 7 171A-174B, 175A-178B, 179A- 182B, 183A-186B, 187A-190B Topic A-484B, 485A-488B, 489A- 492B, 493A-496B, 497A-500B, 501A-504B Topic A-536B 27

31 New Jersey Model Curriculum Grade 1 Unit 5: Reason with shapes and their attributes Add and subtract within 20. Grade 1 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13). Grade 1 SE/ Topic , 55-58, 59-62, 63-66, 67-70, Topic , 87-90, 91-94, 95-98, , , Topic , , , , Topic , , , Topic , , , , , Topic , , , Topic 3 51A-54B, 55A-58B, 59A-62B, 63A- 66B, 67A-70B, 71A-74B Topic 4 83A-86B, 87A-90B, 91A-94B, 95A- 98B, 99A-102B, 103A-106B, 107A-110B Topic 6 143A-146B, 147A-150B, 151A- 154B, 155A-158B, 159A-162B Topic 7 171A-174B, 175A-178B, 179A- 182B, 183A-186B Topic A-484B, 485A-488B, 489A- 492B, 497A-500B, 501A-504B, 505A-508B Topic A-520B, 521A-524B, 525A- 528B, 529A-532B 28

32 New Jersey Model Curriculum Grade 1 Unit 5: Reason with shapes and their attributes Extend the counting sequence. Grade 1 1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Grade 1 SE/ Topic 1 3-6, 7-10, 11-14, 15-18, 19-22, Topic , , Topic , , , Topic 1 3A-6B, 7A-10B, 11A-14B, 15A- 18B, 19A-22B, 23A-26B Topic A-274B, 275A-278B, 279A- 282B Topic A-306B, 307A-310B, 311A- 314B, 315A-318B 29

33 New Jersey Model Curriculum Grade 2 Unit 1: Add and subtract within 100 Understand place value to 1000 Represent and solve problems involving addition and subtraction. Grade 2 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Grade 2 SE/ Topic , 15-18, 19-22, Topic 2 38, 42, 46, 50, 54, Topic 3 74, 78, 82, 86, 90, Topic 6 174, 178, 182, 186 Topic 7 206, 210, Topic 8 222, 226, 230, 234, 238, 242, Topic Topic Topic Topic 1 7A-10B, 15A-18B, 19A-22B, 27A- 30B Topic 2 38, 38B, 42, 42B, 46, 46B, 50, 50B, 54, 54B, 63A-66B Topic 3 74, 74B, 78, 78B, 82, 82B, 86, 86B, 90, 90B, 91A-94B Topic 6 174, 174B, 178, 178B, 182, 182B, 186, 186B Topic 7 206, 206B, 210, 210B, 211A-214B Topic 8 222, 222B, 226, 226B, 230, 230B, 234, 234B, 238, 238B, 242, 242B, 243A- 245, 246A-246B Topic 9 275A-278B Topic A-310B Topic A-473B 30

34 New Jersey Model Curriculum Grade 2 Unit 1: Add and subtract within 100 Understand place value to 1000 Understand place value. Grade 2 2.NBT.1 Understand that the three digits of a threedigit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens called a hundred. b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). Grade 2 SE/ Topic , Topic , , Topic 4 103A-106B, 107A-110B Topic A-514B, 515A-518B, 519A- 522B 2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s. SE/ Topic Topic , , Topic 4 127A-130B Topic A-514B, 515A-518B, 527A- 530B 31

35 New Jersey Model Curriculum Grade 2 Unit 1: Add and subtract within 100 Understand place value to 1000 (Continued) Understand place value. Grade 2 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Grade 2 SE/ Topic , Topic , , Topic 4 103A-106B, 107A-110B Topic A-514B, 515A-518B, 519A- 522B 2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. SE/ Topic , Topic A-534B, 535A, 539A-542B 32

36 New Jersey Model Curriculum Grade 2 Unit 2: Use place value and properties of operations to add and subtract Work with equal groups of objects to gain foundations for multiplication. Grade 2 2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. SE/ Topic Topic 4 131A-134B Grade 2 Use place value understanding and properties of operations to add and subtract. 2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. SE/ Topic , , , , , Topic Topic 8 219A-222B, 223A-226B, 227A- 230B, 231A-234B, 235A-238B, 239A-242B Topic 9 271A-274B 33

37 New Jersey Model Curriculum Grade 2 Unit 2: Use place value and properties of operations to add and subtract Understand place value. Grade 2 2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s. Grade 2 SE/ Topic Topic , , Topic 4 127A-130B Topic A-514B, 515A-518B, 527A- 530B Add and subtract within OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. SE/ Topic , 39-42, 43-46, 47-50, 55-58, Topic , 75-78, 79-82, Topic 2 35A-38B, 39A-42B, 43A-46B, 47A- 50B, 55A-58B, 59A-62B Topic 3 71A-74B, 75A-78B, 79A-82B, 83A- 86B 34

38 New Jersey Model Curriculum Grade 2 Unit 2: Use place value and properties of operations to add and subtract Use place value understanding and properties of operations to add and subtract. Grade 2 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Grade 2 SE/ Topic Topic , 39-42, 43-46, 47-50, 51-54, 55-58, Topic , 75-78, 79-82, 83-86, Topic , , , Topic , , , Topic , , , , , Topic , , , , , Topic , , , Topic 1 23A-26B Topic 2 35A-38B, 39A-42B, 43A-46B, 47A- 50B, 51A-54B, 55A-58B, 59A-62B Topic 3 71A-74B, 75A-78B, 79A-82B, 83A- 86B, 87A-90B Topic 6 171A-174B, 175A-178B, 179A- 182B, 183A-186B Topic 7 195A-198B, 199A-202B, 203A- 206B, 207A-210B Topic 8 219A-222B, 223A-226B, 227A- 230B, 231A-234B, 235A-238B, 239A-242B Topic 9 251A-254B, 255A-258B, 259A- 262B, 263A-266B, 267A-270B, 271A-274B Topic A-286B, 291A-294B, 295A- 298B, 303A-306B 35

39 New Jersey Model Curriculum Grade 2 Unit 3: Equal groups of objects and measures in standard units foundations for multiplication Work with equal groups of objects to gain foundations for multiplication. Grade 2 2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. Grade 2 SE/ Topic , 599, 602, 603, 604, , 614 Topic A-598B, 599, 602, 603, 604, 606A-610B, 611A, 614 Measure and estimate lengths in standard units. 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. SE/ Topic , Topic A-394B, 395A-398B 2.MD.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. SE/ Topic Topic A-390B 36

40 New Jersey Model Curriculum Grade 2 Unit 3: Equal groups of objects and measures in standard units foundations for multiplication (Continued) Measure and estimate lengths in standard units. Grade 2 2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters. Grade 2 SE/ Topic , Topic A-394B, 395A-398B 2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Students compare perimeters of shapes. SE/ Topic Topic A, 410A Extension for Lesson 13-5: Comparing Attributes (412B) 37

41 New Jersey Model Curriculum Grade 2 Unit 3: Equal groups of objects and measures in standard units foundations for multiplication Understand place value. Grade 2 2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s. Grade 2 SE/ Topic Topic , , Topic 4 127A-130B Topic A-514B, 515A-518B, 527A- 530B Add and subtract within OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. SE/ Topic , 39-42, 43-46, 47-50, 55-58, Topic , 75-78, 79-82, Topic 2 35A-38B, 39A-42B, 43A-46B, 47A- 50B, 55A-58B, 59A-62B Topic 3 71A-74B, 75A-78B, 79A-82B, 83A- 86B 38

42 New Jersey Model Curriculum Grade 2 Unit 3: Equal groups of objects and measures in standard units foundations for multiplication Use place value understanding and properties of operations to add and subtract. Grade 2 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Grade 2 SE/ Topic Topic , 39-42, 43-46, 47-50, 51-54, 55-58, Topic , , , Topic , , , Topic , , , , , Topic , , , , , Topic , , , Topic 1 23A-26B Topic 2 35A-38B, 39A-42B, 43A-46B, 47A- 50B, 51A-54B, 55A-58B, 59A-62B Topic 6 171A-174B, 175A-178B, 179A- 182B, 183A-186B Topic 7 195A-198B, 199A-202B, 203A- 206B, 207A-210B Topic 8 219A-222B, 223A-226B, 227A- 230B, 231A-234B, 235A-238B, 239A-242B Topic 9 251A-254B, 255A-258B, 259A- 262B, 263A-266B, 267A-270B, 271A-274B Topic A-286B, 291A-294B, 295A- 298B, 303A-306B 39

43 New Jersey Model Curriculum Grade 2 Unit 4: Place value and measurement of lengths indirectly and by iterating length units Use place value understanding and properties of operations to add and subtract. Grade 2 2.NBT.8 Mentally add 10 or 100 to a given number , and mentally subtract 10 or 100 from a given number Grade 2 SE/ Topic , Topic , Topic A-526B, 527A-530B Topic A-554B, 567A, 570A-570B 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. SE/ Topic , 39-42, 43-46, 47-50, 51-54, 55-58, Topic , 75-78, 79-82, 83-86, Topic , , , Topic , , , Topic , , , , , Topic , , , , , Topic , , , Topic , , , , ,

44 New Jersey Model Curriculum Grade 2 Unit 4: Place value and measurement of lengths indirectly and by iterating length units (Continued) Use place value understanding and properties of operations to add and subtract. Relate addition and subtraction to length. Grade 2 (Continued) 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. 2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. Grade 2 Topic 2 35A-38B, 39A-42B, 43A-46B, 47A- 50B, 51A-54B, 55A-58B, 59A-62B Topic 3 71A-74B, 75A-78B, 79A-82B, 83A- 86B, 87A-90B Topic 6 171A-174B, 175A-178B, 179A- 182B, 183A-186B Topic 7 195A-198B, 199A-202B, 203A- 206B, 207A-210B Topic 8 219A-222B, 223A-226B, 227A- 230B, 231A-234B, 235A-238B, 239A-242B Topic 9 251A-254B, 255A-258B, 259A- 262B, 263A-266B, 267A-270B, 271A-274B Topic A-286B, 291A-294B, 295A- 298B, 303A-306B Topic A-554B, 559A-562B, 563A- 566B, 567A-570B, 575A-578B, 579A-582B Students add side lengths to find the perimeter of a shape; they add and subtract money. SE/ Topic , , Topic A-286B, 295A-298B, 307A- 310B Topic B 41

45 New Jersey Model Curriculum Grade 2 Unit 4: Place value and measurement of lengths indirectly and by iterating length units (Continued) Relate addition and subtraction to length. Grade 2 2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2,..., and represent whole-number sums and differences within 100 on a number line diagram. Grade 2 Topic 3 74B (Reteaching) Topic 4 130B (Enrichment), 131A (Spiral Review) Topic 9 280B (Extension for Lesson 9-5) Topic A (Problem of the Day) Work with time and money. 2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. SE/ Topic , Topic A-454B, 455A-458B 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? SE/ Topic 5 146, 150, 154, 158, 162, Topic , , Topic 5 146A, 146B, 150A, 150B, 154A, 154B, 158A, 158B, 162A, 162B, 163A-166B Topic A-286B, 295A-298B, 307A- 310B 42

46 New Jersey Model Curriculum Grade 2 Unit 4: Place value and measurement of lengths indirectly and by iterating length units Represent and solve problems involving addition and subtraction. Grade 2 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 Grade 2 SE/ Topic , 15-18, 19-22, Topic 2 38, 42, 46, 50, 54, Topic 3 74, 78, 82, 86, 90, Topic 6 174, 178, 182, 186 Topic 7 206, 210, Topic 8 222, 226, 230, 234, 238, 242, Topic Topic Topic Topic 1 7A-10B, 15A-18B, 19A-22B, 27A- 30B Topic 2 38A, 38B, 42A, 42B, 46A, 46B, 50A, 50B, 54A, 54B, 63A-66B Topic 3 74A, 74B, 78A, 78B, 82A, 82B, 86A, 86B, 90A, 90B, 91A-94B Topic 6 174A, 174B, 178A, 178B, 182A, 182B, 186A, 186B Topic 7 206A, 206B, 210A, 210B, 211A- 214B Topic 8 222A, 222B, 226A, 226B, 230A, 230B, 234A, 234B, 238A, 238B, 242A, 242B, 243A, 246A-246B Topic 9 275A-278B Topic A-310B Topic A-473B 43

47 New Jersey Model Curriculum Grade 2 Unit 4: Place value and measurement of lengths indirectly and by iterating length units Add and subtract within 20. Grade 2 2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Grade 2 SE/ Topic , 39-42, 43-46, 47-50, 55-58, Topic , 75-78, 79-82, Topic 2 35A-38B, 39A-42B, 43A-46B, 47A- 50B, 55A-58B, 59A-62B Topic 3 71A-74B, 75A-78B, 79A-82B, 83A- 86B 44

48 New Jersey Model Curriculum Grade 2 Unit 4: Place value and measurement of lengths indirectly and by iterating length units Use place value understanding and properties of operations to add and subtract. Grade 2 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Grade 2 SE/ Topic Topic , 39-42, 43-46, 47-50, 51-54, 55-58, Topic , 75-78, 79-82, 83-86, Topic , , , Topic , , , Topic , , , , , Topic , , , Topic 1 23A-26B Topic 2 35A-38B, 39A-42B, 43A-46B, 47A- 50B, 51A-54B, 55A-58B, 59A-62B Topic 3 71A-74B, 75A-78B, 79A-82B, 83A- 86B, 87A-90B Topic 6 171A-174B, 175A-178B, 179A- 182B, 183A-186B Topic 7 195A-198B, 199A-202B, 203A- 206B, 207A-210B Topic 9 251A-254B, 255A-258B, 259A- 262B, 263A-266B, 267A-270B, 271A-274B Topic A-286B, 291A-294B, 295A- 298B, 303A-306B 45

49 New Jersey Model Curriculum Grade 2 Unit 5: Represent data and reason with shapes and their attributes Use place value understanding and properties of operations to add and subtract. Grade 2 2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Grade 2 SE/ Topic , , , , , , , Topic A-554B, 555A-558B, 559A- 562B, 563A-566B, 567A-570B, 571A-574B, 575A-578B, 579A-582B Represent and interpret data. 2.MD.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. Students measure lengths and perimeters of objects, sometimes making repeated measurements of the same object with different units. SE/ Topic , , , Topic A-390B, 391A-394B, 395A- 398B, 399A-402B 46

50 New Jersey Model Curriculum Grade 2 Unit 5: Represent data and reason with shapes and their attributes (Continued) Represent and interpret data. Grade 2 2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems4 using information presented in a bar graph. Grade 2 SE/ Topic , , , Topic Topic A-482B, 483A-486B, 487A- 490B, 503A-506B Topic A-586B Reason with shapes and their attributes. 2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. SE/ Topic , , , , Topic A-318B, 319A-322B, 323A- 326B, 327A-330B, 343A-346B 2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. SE/ Topic , Topic B, 407A-410B Topic B 47