recognize instantly the quantity of structured arrangements.[1.2a] october 2014elem math 1st grade
TRANSCRIPT
![Page 1: Recognize instantly the quantity of structured arrangements.[1.2A] October 2014Elem Math 1st Grade](https://reader035.vdocument.in/reader035/viewer/2022062516/56649e5f5503460f94b59b74/html5/thumbnails/1.jpg)
Elem Math 1st Grade
recognize instantly the
quantity of structured
arrangements.[1.2A]
October 2014
![Page 2: Recognize instantly the quantity of structured arrangements.[1.2A] October 2014Elem Math 1st Grade](https://reader035.vdocument.in/reader035/viewer/2022062516/56649e5f5503460f94b59b74/html5/thumbnails/2.jpg)
Elem Math 1st Grade
use concrete and pictorial
models to compose and
decompose numbers up to
120 in more than one way as
so many hundreds, so many
tens, and so many ones.[1.2B]October 2014
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Elem Math 1st Grade
use objects, pictures, and
expanded and standard
forms to represent numbers
up to 120.[1.2C]
October 2014
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Elem Math 1st Grade
generate a number that is
greater than or less than a
given whole number up to
120.[1.2D]
October 2014
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Elem Math 1st Grade
use place value to compare
whole numbers up to 120
using comparative
language.[1.2E]
October 2014
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Elem Math 1st Grade
order whole numbers up to
120 using place value and
open number lines.[1.2F]
October 2014
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Elem Math 1st Grade
represent the comparison of
two numbers to 100 using
the symbols >, <, or =.
[1.2G]
October 2014
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Elem Math 1st Grade
use concrete and pictorial
models to determine the
sum of a multiple of 10 and
a one-digit number in
problems up to 99.[1.3A]
October 2014
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Elem Math 1st Grade
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.[1.3B]October 2014
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Elem Math 1st Grade
compose 10 with two or
more addends with and
without concrete objects.
[1.3C]
October 2014
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Elem Math 1st Grade
apply basic fact strategies
to add and subtract within
20, including making 10 and
decomposing a number
leading to a 10.[1.3D]
October 2014
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Elem Math 1st GradeOctober 2014
explain strategies used to
solve addition and subtraction
problems up to 20 using
spoken words, objects,
pictorial models, and number
sentences. [1.3E]
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Elem Math 1st Grade
generate and solve problem
situations when given a
number sentence involving
addition or subtraction of
numbers within 20.[1.3F]
October 2014
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Elem Math 1st Grade
identify U.S. coins, including
pennies, nickels, dimes, and
quarters, by value and
describe the relationships
among them.[1.4A]
October 2014
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Elem Math 1st Grade
write a number with the
cent symbol to describe the
value of a coin.[1.4B]
October 2014
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Elem Math 1st Grade
use relationships to count
by twos, fives, and tens to
determine the value of a
collection of pennies,
nickels, and / or dimes.
[1.4C]October 2014
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Elem Math 1st Grade
recite numbers forward and
backward from any given
number between 1 and 120.
[1.5A]
October 2014
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Elem Math 1st Grade
skip count by twos, fives,
and tens to determine the
total number of objects up
to 120 in a set.[1.5B]
October 2014
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Elem Math 1st Grade
use relationships to
determine the number that
is 10 more and 10 less than
a given number up to 120.
[1.5C]
October 2014
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Elem Math 1st Grade
represent word problems
involving addition and
subtraction of whole numbers
up to 20 using concrete and
pictorial models and number
sentences.[1.5D]October 2014
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Elem Math 1st Grade
understand that the equal
sign represents a relationship
where expressions on each
side of the equal sign
represent the same value(s).
[1.5E]October 2014
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Elem Math 1st Grade
determine the unknown
whole number in an addition
or subtraction equation when
the unknown may be any
one of the three or four
terms in the equation.[1.5F]October 2014
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Elem Math 1st Grade
apply properties of
operations to add and
subtract two or three
numbers.[1.5G]
October 2014
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Elem Math 1st Grade
classify and sort regular and
irregular two-dimensional
shapes based on attributes
using informal geometric
language.[1.6A]
October 2014
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Elem Math 1st Grade
distinguish between
attributes that define a two-
dimensional or three-
dimensional figure and
attributes that do not define
the shape.[1.6B]October 2014
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Elem Math 1st Grade
create two-dimensional
figures, including circles,
triangles, rectangles, and
squares, as special
rectangles, rhombuses, and
hexagons.[1.6C]October 2014
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Elem Math 1st Grade
identify two-dimensional shapes,
including circles, triangles,
rectangles, and squares, as
special rectangles, rhombuses,
and hexagons and describe their
attributes using formal geometric
language.[1.6D]October 2014
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Elem Math 1st Grade
identify three-dimensional solids,
including spheres, cones,
cylinders, rectangular prisms
(including cubes), and triangular
prisms, and describe their
attributes using formal geometric
language.[1.6E]October 2014
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Elem Math 1st Grade
compose two-dimensional
shapes by joining two,
three, or four figures to
produce a target shape in
more than one way if
possible.[1.6F]October 2014
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Elem Math 1st Grade
partition two-dimensional
figures into two and four fair
shares or equal parts and
describe the parts using
words.[1.6G]
October 2014
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Elem Math 1st Grade
identify examples and non-
examples of halves and
fourths.[1.6H]
October 2014
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Elem Math 1st Grade
use measuring tools to
measure the length of
objects to reinforce the
continuous nature of linear
measurement.[1.7A]
October 2014
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Elem Math 1st Grade
illustrate that the length of an
object is the number of same-
size units of length that, when
laid end-to-end with no gaps or
overlaps, reach from one end of
the object to the other.[1.7B]
October 2014
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Elem Math 1st Grade
measure the same object /
distance with units of two
different lengths and
describe how and why the
measurements differ.[1.7C]
October 2014
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Elem Math 1st Grade
describe a length to the
nearest whole unit using a
number and a unit.[1.7D]
October 2014
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Elem Math 1st Grade
tell time to the hour and
half hour using analog and
digital clocks.[1.7E]
October 2014
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Elem Math 1st Grade
collect, sort, and organize
data in up to three
categories using
models/representations
such as tally marks or
T-charts. [1.8A]October 2014
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Elem Math 1st Grade
use data to create picture
and bar-type graphs.[1.8B]
October 2014
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Elem Math 1st Grade
draw conclusions and
generate and answer
questions using information
from picture and bar-type
graphs.[1.8C]
October 2014
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Elem Math 1st Grade
define money earned as
income.[1.9A]
October 2014
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Elem Math 1st Grade
identify income as a means
of obtaining goods and
services, oftentimes making
choices between wants and
needs.[1.9B]
October 2014
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Elem Math 1st Grade
distinguish between
spending and saving.[1.9C]
October 2014
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Elem Math 1st Grade
consider charitable giving.
[1.9D]
October 2014