Multiplication Third Grade Math

Patterns First Grade Math

Whole Numbers Kindergarten Math

Shapes First Grade Math

Common Factors Fifth Grade Math

Fractions Second Grade Math

Addition Facts First Grade Math

Mathematics

Number and Operations in Base Ten - Students will:

Understand place value.

Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Number and Operations in Base Ten - Students will:

Understand place value.

Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Operations and Algebraic Thinking

Identify and continue patterns.

Identify, continue and label patterns (e.g., aabb, abab). Create patterns using number, shape, size, rhythm or color.

Operations and Algebraic Thinking

Identify and continue patterns.

Identify, continue and label patterns (e.g., aabb, abab). Create patterns using number, shape, size, rhythm or color.

Operations and Algebraic Thinking

Identify and continue patterns.

Identify, continue and label patterns (e.g., aabb, abab). Create patterns using number, shape, size, rhythm or color.

Shape, Dimension, and Geometric Relationships

Measurement is used to compare and order objects and events. Students can:

Measure lengths indirectly and by iterating length units. (CCSS: 1.MD)

Express the length of an object as a whole number of length units. (CCSS: 1.MD.2)

Shape, Dimension, and Geometric Relationships

Measurement is used to compare and order objects and events. Students can:

Measure lengths indirectly and by iterating length units. (CCSS: 1.MD)

Express the length of an object as a whole number of length units. (CCSS: 1.MD.2)

Processes of Mathematics: Students demonstrate the processes of mathematics by making connections and applying reasoning to solve problems and to communicate their findings.

Communications: Present mathematical ideas using words, symbols, visual displays, or technology

Use multiple representations to express concepts or solutions

Processes of Mathematics: Students demonstrate the processes of mathematics by making connections and applying reasoning to solve problems and to communicate their findings.

Communications: Present mathematical ideas using words, symbols, visual displays, or technology

Use multiple representations to express concepts or solutions

Geometry – Students will:

Reason with shapes and their attributes.

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.

Geometry – Students will:

Reason with shapes and their attributes.

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.

Measurement and Data – Students will:

Classify objects and count the number of objects in each category.

Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.)

Counting and Cardinality - Students will:

Compare numbers.

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. (Include groups with up to ten objects.)

Number and Operations in Base Ten - Students will:

Work with numbers 11–19 to gain foundations for place value.

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 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Counting and Cardinality - Students will:

Compare numbers.

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. (Include groups with up to ten objects.)

Counting and Cardinality - Students will:

Compare numbers.

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. (Include groups with up to ten objects.)

Counting and Cardinality - Students will:

Compare numbers.

Counting and Cardinality - Students will:

Compare numbers.

Estimation and Measurement: Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy.

Measure and compare quantities using appropriate units, instruments and methods.

Measure units of time using appropriate instruments (e.g., calendars, clocks, watches - both analog and digital).

Operations and Algebraic Thinking - Students will:

Multiply and divide within 100.

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.