## Holidays

## Math

American Symbols & HolidaysColumbus Day Shapes Kindergarten Math Whole Numbers Kindergarten Math Numbers 1-10 Kindergarten Math Shapes First Grade Math Patterns & Sorting Kindergarten Math Measuring Length Kindergarten Math ### OH.DAP. Data Analysis and Probability: Students pose questions and collect, organize, represent, interpret and analyze data to answer those questions. Students develop and evaluate inferences, predictions and arguments that are based on data.

#### DAP.2. Grade Level Indicator: Data Collection: Collect and organize data into charts using tally marks.

#### DAP.4. Grade Level Indicator: Data Collection: Read and interpret charts, picture graphs and bar graphs as sources of information to identify main ideas, draw conclusions, and make predictions.

#### DAP.7. Grade Level Indicator: Statistical Methods: Answer questions about the number of objects represented in a picture graph, bar graph or table graph; e.g., category with most, how many more in a category compared to another, how many altogether in two categories.

#### DAP.8. Grade Level Indicator: Probability: Describe the likelihood of simple events as possible/impossible and more likely/less likely; e.g., when using spinners or number cubes in classroom activities.

#### DAP.D. Describe the probability of chance events as more, less or equally likely to occur.

### OH.GSS. Geometry and Spatial Sense: Students identify, classify, compare and analyze characteristics, properties and relationships of one-, two- and three-dimensional geometric figures and objects. Students use spatial reasoning, properties of geometric objects, and transformations to analyze mathematical situations and solve problems.

#### GSS.1. Grade Level Indicator: Characteristics and Properties: Identify, compare, and sort two-dimensional shapes; i.e., square, circle, ellipse, triangle, rectangle, rhombus, trapezoid, parallelogram, pentagon, and hexagon. For example:

##### GSS.1.a. Recognize and identify triangles and rhombuses independent of position, shape or size.

##### GSS.1.b. Describe two-dimensional shapes using attributes such as number of sides and number of vertices (corners or angles).

#### GSS.3. Grade Level Indicator: Characteristics and Properties: Identify the shapes of the faces of three-dimensional objects.

#### GSS.4. Grade Level Indicator: Characteristics and Properties: Extend the use of location words to include distance (near, far, close to) and directional words (left, right).

#### GSS.A. Describe and create plane figures: circle, rectangle, square, triangle, hexagon, trapezoid, parallelogram and rhombus, and identify them in the environment.

#### GSS.B. Describe solid objects: cube, rectangular prism, sphere, cylinder, cone and pyramid, and identify them in the environment.

#### GSS.C. Sort and compare two-dimensional figures and three-dimensional objects according to their characteristics and properties.

#### GSS.E. Recognize two- and three-dimensional objects from different positions.

#### GSS.F. Describe location, using comparative (before, after), directional (above, below), and positional (first, last) words.

#### GSS.G. Identify and draw figures with line symmetry.

### OH.M. Measurement: Students estimate and measure to a required degree of accuracy and precision by selecting and using appropriate units, tools and technologies.

#### M.1. Grade Level Indicator: Measurement Units: Recognize and explain the need for fixed units and tools for measuring length and weight; e.g., rulers and balance scales.

#### M.2. Grade Level Indicator: Measurement Units: Tell time to the hour and half hour on digital and analog (dial) timepieces.

#### M.5. Grade Level Indicator: Use Measurement Techniques and Tools: Estimate and measure lengths using non-standard and standard units; i.e., centimeters, inches and feet.

#### M.D. Apply measurement techniques to measure length, weight and volume (capacity).

### OH.MP. Mathematical Processes: Students use mathematical processes and knowledge to solve problems. Students apply problem-solving and decision-making techniques, and communicate mathematical ideas.

#### MP.G. Use invented and conventional symbols and common language to describe a problem situation and solution.

### OH.NNSO. Number, Number Sense and Operations: Students demonstrate number sense, including an understanding of number systems and operations and how they relate to one another. Students compute fluently and make reasonable estimates using paper and pencil, technology-supported and mental methods.

#### NNSO.1. Grade Level Indicator: Number and Number Systems: Use ordinal numbers to order objects; e.g., first, second, third.

#### NNSO.10. Grade Level Indicator: Meaning of Operations: Model, represent and explain addition as combining sets (part + part = whole) and counting on. For example:

##### NNSO.10.a. Model and explain addition using physical materials in contextual situations.

##### NNSO.10.b. Draw pictures to model addition.

##### NNSO.10.d. Explain that adding two whole numbers yields a larger whole number.

#### NNSO.11. Grade Level Indicator: Meaning of Operations: Model, represent and explain subtraction as take-away and comparison. For example:

##### NNSO.11.b. Draw pictures to model subtraction.

##### NNSO.11.d. Explain that subtraction of whole numbers yields an answer smaller than the original number.

#### NNSO.12. Grade Level Indicator: Meaning of Operations: Use conventional symbols to represent the operations of addition and subtraction.

#### NNSO.15. Grade Level Indicator: Meaning of Operations: Demonstrate that equal means 'the same as' using visual representations.

#### NNSO.16. Grade Level Indicator: Computation and Estimation: Develop strategies for basic addition facts, such as:

##### NNSO.16..e Doubles plus or minus one.

##### NNSO.16.a. Counting all.

##### NNSO.16.b. Counting on.

##### NNSO.16.c. One more, two more.

##### NNSO.16.d. Doubles.

##### NNSO.16.f. Make ten.

##### NNSO.16.g. Using tens frames.

#### NNSO.17. Grade Level Indicator: Computation and Estimation: Develop strategies for basic subtraction facts, such as:

##### NNSO.17.b. One less, two less

##### NNSO.17.c. All but one (for example, 8 - 7, 5 - 4)

##### NNSO.17.d. Using tens frames.

#### NNSO.2. Grade Level Indicator: Number and Number Systems: Recognize and generate equivalent forms for the same number using physical models, words and number expressions; e.g., concept of ten is described by '10 blocks', full tens frame, numeral 10, 5 + 5, 15 - 5, one less than 11, my brother's age.

#### NNSO.3. Grade Level Indicator: Number and Number Systems: Read and write the numerals for numbers to 100.

#### NNSO.4. Grade Level Indicator: Number and Number Systems: Count forward to 100, count backwards from 100, and count forward or backward starting at any number between 1 and 100.

#### NNSO.5. Grade Level Indicator: Number and Number Systems: Use place value concepts to represent whole numbers using numerals, words, expanded notation and physical models with ones and tens. For example:

##### NNSO.5.a. Develop a system to group and count by twos, fives and tens.

##### NNSO.5.b. Identify patterns and groupings in a 100's chart and relate to place value concepts.

##### NNSO.5.c. Recognize the first digit of a two-digit number as the most important to indicate size of a number and the nearness to 10 or 100.

#### NNSO.6. Grade Level Indicator: Number and Number Systems: Identify and state the value of a penny, nickel, dime, quarter and dollar.

#### NNSO.7. Grade Level Indicator: Number and Number Systems: Determine the value of a small collection of coins (with a total value up to one dollar) using 1 or 2 different type coins, including pennies, nickels, dimes and quarters.

#### NNSO.8. Grade Level Indicator: Number and Number Systems: Show different combinations of coins that have the same value.

#### NNSO.9. Grade Level Indicator: Number and Number Systems: Represent commonly used fractions using words and physical models for halves, thirds and fourths, recognizing fractions are represented by equal size parts of a whole and of a set of objects.

#### NNSO.A. Use place value concepts to represent whole numbers using numerals, words and physical models.

#### NNSO.B. Recognize, classify, compare and order whole numbers.

#### NNSO.C. Represent commonly used fractions using words and physical models.

#### NNSO.D. Determine the value of a collection of coins and dollar bills.

#### NNSO.F. Count, using numerals and ordinal numbers.

#### NNSO.G. Model, represent and explain addition as combining sets and counting on.

#### NNSO.H. Model, represent and explain subtraction as comparison, take-away and part-to-whole.

#### NNSO.K. Demonstrate fluency in addition facts with addends through 9 and corresponding subtractions.

#### NNSO.L. Demonstrate fluency in adding and subtracting multiples of 10, and recognize combinations that make 10.

#### NNSO.M. Add and subtract two-digit numbers with and without regrouping.

### OH.PFA. Patterns, Functions and Algebra: Students use patterns, relations and functions to model, represent and analyze problem situations that involve variable quantities. Students analyze, model and solve problems using various representations such as tables, graphs and equations.

#### PFA.1. Grade Level Indicator: Use Patterns, Relations and Functions: Sort, classify and order objects by two or more attributes, such as color and shape, and explain how objects were sorted.

#### PFA.2. Grade Level Indicator: Use Patterns, Relations and Functions: Extend sequences of sounds, shapes or simple number patterns, and create and record similar patterns. For example:

##### PFA.2.a. Analyze and describe patterns with multiple attributes using numbers and shapes; e.g., AA, B, aa, b, AA, B, aa, b,…

##### PFA.2.b. Continue repeating and growing patterns with materials, pictures and geometric items; e.g., XO, XOO, XOOO, XOOOO.

#### PFA.4. Grade Level Indicator: Use Algebraic Representations: Solve open sentences by representing an expression in more than one way using the commutative property; e.g., 4 + 5 = 5 + 4 or the number of blue balls plus red balls is the same as the number of red balls plus blue balls (R+B=B+R).

#### PFA.A. Sort, classify and order objects by size, number and other properties, and describe the attributes used.

#### PFA.B. Extend sequences of sounds and shapes or simple number patterns, and create and record similar patterns.

#### PFA.C. Create and extend patterns, and describe the rule in words.

#### PFA.D. Model problem situations, using objects, pictures, numbers and other symbols.

### NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource: