CCSS.MATH.CONTENT.1.OA.A.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...

CCSS.MATH.CONTENT.1.OA.C.6

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - ...

CCSS.MATH.CONTENT.1.MD.A.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 measurement of an object is the number of same-size length units that span it wi...

CCSS.MATH.CONTENT.1.G.A.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.

CCSS.MATH.CONTENT.1.G.A.2

Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite sha...

CCSS.MATH.PRACTICE.MP1

CCSS.MATH.CONTENT.2.OA.B.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.

CCSS.MATH.CONTENT.2.OA.C.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.

CCSS.MATH.CONTENT.2.OA.C.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.

CCSS.MATH.CONTENT.2.NBT.A.1

Understand that the three digits of a three-digit 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:

CCSS.MATH.CONTENT.2.MD.C.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?

CCSS.MATH.CONTENT.2.MD.D.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 problems1 using information presented in a bar graph.

CCSS.MATH.CONTENT.2.G.A.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.

CCSS.MATH.CONTENT.3.OA.A.2

Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 o...

CCSS.MATH.CONTENT.3.OA.B.5

Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × ...

CCSS.MATH.CONTENT.3.NBT.A.2

Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

CCSS.MATH.CONTENT.3.MD.B.3

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph i...

CCSS.MATH.CONTENT.3.G.A.1

Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangl...

CCSS.MATH.PRACTICE.MP3

CCSS.MATH.PRACTICE.MP4

CCSS.MATH.PRACTICE.MP5

CCSS.MATH.PRACTICE.MP6

Math 1.1(A)

Apply mathematics to problems arising in everyday life, society, and the workplace;

Math 1.1(B)

Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

Math 1.1(C)

Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

Math 1.1(D)

Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

Math 1.1(G)

Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Math 1.3(B)

Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3;

Math 1.3(D)

Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10;

Math 1.3(F)

Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20.

Math 1.4(B)

Write a number with the cent symbol to describe the value of a coin; and

Math 1.4(C)

Use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes.

Math 1.5(B)

Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set;

Math 1.6(D)

Identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language;

Math 1.6(F)

Compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible;

Math 1.7(D)

Describe a length to the nearest whole unit using a number and a unit; and

Math 1.8(B)

Use data to create picture and bar-type graphs; and

Math 2.1(A)

Apply mathematics to problems arising in everyday life, society, and the workplace;

Math 2.1(B)

Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

Math 2.1(C)

Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

Math 2.1(D)

Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

Math 2.1(G)

Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Math 2.2(A)

Use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones;

Math 2.2(C)

Generate a number that is greater than or less than a given whole number up to 1,200;

Math 2.4(A)

Recall basic facts to add and subtract within 20 with automaticity;

Math 2.4(D)

Generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000.

Math 2.5(A)

Determine the value of a collection of coins up to one dollar; and

Math 2.6(A)

Model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined; and

Math 2.6(B)

Model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets.

Math 2.7(A)

Determine whether a number up to 40 is even or odd using pairings of objects to represent the number;

Math 2.8(C)

Classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices;

Math 2.8(D)

Compose two-dimensional shapes and three-dimensional solids with given properties or attributes; and

Math 2.9(A)

Find the length of objects using concrete models for standard units of length;

Math 2.10(B)

Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more;

Math 3.1(A)

Apply mathematics to problems arising in everyday life, society, and the workplace;

Math 3.1(B)

Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution and evaluating the problem-solving process and the reasonableness of the solution;

Math 3.1(C)

Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

Math 3.1(D)

Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

Math 3.1(G)

Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Math 3.2(A)

Compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate;

Math 3.4(A)

Solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction;

Math 3.4(C)

Determine the value of a collection of coins and bills;

Math 3.4(E)

Represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting;

Math 3.4(H)

Determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally;

Math 3.4(I)

Determine if a number is even or odd using divisibility rules;

Math 3.6(B)

Use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories;

Math 3.8(A)

Summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals; and