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Title: The Iditarod Comes to Alabama
Description:
Alabama students will experience the fun of an Iditarod race, in the South instead of Alaska. Students will "walk" from one checkpoint to another using the northern route of the Iditarod.
This is a College and CareerReady Standards showcase lesson plan.
Standard(s): [PE1] (0) 2: Use correct form while marching and walking. [PE1] (1) 2: Apply varied effort and pathways to running, jumping, and throwing. [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2]
Subject: Mathematics (K), or Physical Education (K  1)
Title: The Iditarod Comes to Alabama
Description: Alabama students will experience the fun of an Iditarod race, in the South instead of Alaska. Students will "walk" from one checkpoint to another using the northern route of the Iditarod.
This is a College and CareerReady Standards showcase lesson plan.
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Title: Movin' With My Maraca!
Description:
In this lesson, students will explore the art of movement while also learning how to imitate a steady beat using a self made maraca.
This is a College and CareerReady Standards showcase lesson plan.
Standard(s): [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [AED] MU (0) 3: Imitate a steady beat while playing various rhythm instruments. [CE] (012) 6: Respect for others [CG1] (012) 49: C:A2.5  learn to respect individual uniqueness in the workplace
Subject: Arts Education (K), or Character Education (K  12), or Counseling and Guidance (K  12), or Mathematics (K)
Title: Movin' With My Maraca!
Description: In this lesson, students will explore the art of movement while also learning how to imitate a steady beat using a self made maraca.
This is a College and CareerReady Standards showcase lesson plan.
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Title: "Bursting with Math"
Description:
Using "Starburst" jelly beans to sort, graph and add.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 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 120, count out that many objects. [KCC5] [MA2013] (0) 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. (Include groups with up to ten objects.) [KCC6] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1] [MA2013] (2) 24: Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. [2G1] [MA2013] (2) 25: Partition a rectangle into rows and columns of samesize squares, and count to find the total number of them. [2G2] [MA2013] (2) 26: Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, half of, a third of, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. [2G3]
Subject: Mathematics (K  2)
Title: "Bursting with Math"
Description: Using "Starburst" jelly beans to sort, graph and add.
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Title: Show Me the Money
Description:
In this lesson, students identify coins, describe their attributes, learn their value, and count like coins. Students view an interactive web lesson that provides practice. Concepts are taught using songs, poems and games.
This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 9: 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. [1NBT1] [MA2013] (2) 20: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. [2MD7] [MA2013] (2) 21: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. [2MD8]
Subject: Mathematics (K  2)
Title: Show Me the Money
Description: In this lesson, students identify coins, describe their attributes, learn their value, and count like coins. Students view an interactive web lesson that provides practice. Concepts are taught using songs, poems and games.
This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.
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Title: Wheels All Around
Description:
Students will use skip counting to see how many wheels visit the school during specified times in one day.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMSU Project.
Standard(s): [S1] (1) 1: Select appropriate tools and technological resources needed to gather, analyze, and interpret data. [TC2] (02) 10: Design original works using digital tools. [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (1) 18: 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. [1MD4] [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10]
Subject: Mathematics (K  2), or Science (1), or Technology Education (K  2)
Title: Wheels All Around
Description: Students will use skip counting to see how many wheels visit the school during specified times in one day.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMSU Project.
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Title: "Triple Addition Shuffle"
Description:
Student will engage in a card game that will enhance their thinking while adding more than two numbers.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 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. [1OA2] [MA2013] (1) 3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1OA3] [MA2013] (1) 7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. [1OA7] [MA2013] (1) 9: 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. [1NBT1] [MA2013] (1) 12: Add within 100, including adding a twodigit number and a onedigit number and adding a twodigit 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 twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. [1NBT4] [MA2013] (2) 1: Use addition and subtraction within 100 to solve one and twostep 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. (See Appendix A, Table 1.) [2OA1]
Subject: Mathematics (K  2)
Title: "Triple Addition Shuffle"
Description: Student will engage in a card game that will enhance their thinking while adding more than two numbers.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: Counting Backward from Ten
Description:
Students will be introduced in this lesson to the concept of orally counting backward from ten using a book, number cards, and the Internet.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 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 120, count out that many objects. [KCC5] [MA2013] (0) 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. (Include groups with up to ten objects.) [KCC6] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 11: 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. [KOA4] [MA2013] (0) 16: 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.) [KMD3]
Subject: Mathematics (K)
Title: Counting Backward from Ten
Description: Students will be introduced in this lesson to the concept of orally counting backward from ten using a book, number cards, and the Internet.
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Title: Fishy Addition!
Description:
In this lesson, students will use manipulatives to act out and solve simple addition problems.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 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 120, count out that many objects. [KCC5] [MA2013] (0) 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. (Include groups with up to ten objects.) [KCC6] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 10: 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 = 2 + 3 and 5 = 4 + 1). [KOA3] [MA2013] (0) 11: 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. [KOA4] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5] [MA2013] (0) 13: 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. [KNBT1] [MA2013] (0) 16: 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.) [KMD3]
Subject: Mathematics (K)
Title: Fishy Addition!
Description: In this lesson, students will use manipulatives to act out and solve simple addition problems.
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Title: Toy Store Money
Description:
During this lesson students will have the opportunity to use real coins to purchase items in a class department store. Students will work to determine which coins they need to purchase an object. They will also practice counting skills on the Internet before the big shopping day.
Standard(s): [TC2] (02) 1: Identify basic parts of various technology systems. [TC2] (02) 2: Identify applications and operations of various technology systems. [TC2] (02) 3: Demonstrate correct posture and finger placement while using a technology system. [TC2] (02) 4: Identify safe use of technology systems and applications. [TC2] (02) 7: Use digital tools to access and retrieve information. [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 12: Add within 100, including adding a twodigit number and a onedigit number and adding a twodigit 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 twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. [1NBT4] [MA2013] (2) 1: Use addition and subtraction within 100 to solve one and twostep 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. (See Appendix A, Table 1.) [2OA1] [MA2013] (2) 6: Count within 1000; skipcount by 5s, 10s, and 100s. [2NBT2] [MA2013] (2) 7: Read and write numbers to 1000 using baseten numerals, number names, and expanded form. [2NBT3]
Subject: Mathematics (K  2), or Technology Education (K  2)
Title: Toy Store Money
Description: During this lesson students will have the opportunity to use real coins to purchase items in a class department store. Students will work to determine which coins they need to purchase an object. They will also practice counting skills on the Internet before the big shopping day.
Thinkfinity Lesson Plans
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Title: Counting Back and Counting On
Description:
In this lesson, one of a multipart unit from Illuminations, students model subtraction with connecting cubes while the teacher reads to them from counting books. Then, students make a train of connecting cubes and write in vertical and horizontal format the differences suggested by adding to and subtracting from the train, one cube at a time. Finally, students record in their learning portfolio for the unit a train showing one cube being taken away and record the difference in vertical and horizontal format. Several pieces of literature appropriate for use with this lesson are suggested.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5] [MA2013] (0) 13: 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. [KNBT1] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 18: 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. [1MD4]
Subject: Language Arts,Mathematics Title: Counting Back and Counting On
Description: In this lesson, one of a multipart unit from Illuminations, students model subtraction with connecting cubes while the teacher reads to them from counting books. Then, students make a train of connecting cubes and write in vertical and horizontal format the differences suggested by adding to and subtracting from the train, one cube at a time. Finally, students record in their learning portfolio for the unit a train showing one cube being taken away and record the difference in vertical and horizontal format. Several pieces of literature appropriate for use with this lesson are suggested. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Begin with Buttons: Looking Back and Moving Forward
Description:
In this lesson, one of a multipart unit from Illuminations, students review the work of the previous lessons through a variety of activity stations, one of which involves using an interactive Web site. Students model with buttons and record addition and subtraction.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 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 120, count out that many objects. [KCC5] [MA2013] (0) 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. (Include groups with up to ten objects.) [KCC6] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (0) 10: 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 = 2 + 3 and 5 = 4 + 1). [KOA3] [MA2013] (0) 11: 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. [KOA4] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5] [MA2013] (0) 16: 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.) [KMD3] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5]
Subject: Mathematics Title: Begin with Buttons: Looking Back and Moving Forward
Description: In this lesson, one of a multipart unit from Illuminations, students review the work of the previous lessons through a variety of activity stations, one of which involves using an interactive Web site. Students model with buttons and record addition and subtraction. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Counting Back
Description:
In this lesson, one of a multipart unit from Illuminations, students count to compare plates of fishshaped crackers and then record the comparison in vertical and horizontal format. They apply their skills of reasoning and problemsolving during this lesson in several ways. Several pieces of literature appropriate for use with this lesson are suggested.
Standard(s): [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 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 120, count out that many objects. [KCC5] [MA2013] (1) 18: 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. [1MD4]
Subject: Mathematics Title: Counting Back
Description: In this lesson, one of a multipart unit from Illuminations, students count to compare plates of fishshaped crackers and then record the comparison in vertical and horizontal format. They apply their skills of reasoning and problemsolving during this lesson in several ways. Several pieces of literature appropriate for use with this lesson are suggested. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Practice Makes Perfect
Description:
In this lesson, one of a multipart unit from Illuminations, students focus on differences of numbers from 10. Students use a real or virtual calculator and play a concentration game.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 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 120, count out that many objects. [KCC5]
Subject: Mathematics Title: Practice Makes Perfect
Description: In this lesson, one of a multipart unit from Illuminations, students focus on differences of numbers from 10. Students use a real or virtual calculator and play a concentration game. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Begin With Buttons
Description:
In this eight lesson unit, from Illuminations, students use buttons to explore logical and numerical relationships. The unit begins with two lessons that focus on the two basic logical thinking skills, classification and seriation, which are the foundation for understanding numbers and number relationships. These abilities in turn form the basis for understanding addition and subtraction. In the next six lessons, students explore the relationships between numbers and model addition and subtraction sentences with buttons.
Standard(s): [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2]
Subject: Mathematics Title: Begin With Buttons
Description: In this eight lesson unit, from Illuminations, students use buttons to explore logical and numerical relationships. The unit begins with two lessons that focus on the two basic logical thinking skills, classification and seriation, which are the foundation for understanding numbers and number relationships. These abilities in turn form the basis for understanding addition and subtraction. In the next six lessons, students explore the relationships between numbers and model addition and subtraction sentences with buttons. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Zero Our Hero
Description:
In this lesson, one of a multipart unit from Illuminations, students explore sets of zero items and practice writing the numbers 0 through 5. Students count back from five, identify sets of up to five items, and record 0 on a chart. They also construct sets of up to five items.
Standard(s): [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3]
Subject: Mathematics Title: Zero Our Hero
Description: In this lesson, one of a multipart unit from Illuminations, students explore sets of zero items and practice writing the numbers 0 through 5. Students count back from five, identify sets of up to five items, and record 0 on a chart. They also construct sets of up to five items. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: What's the Difference?
Description:
In this lesson, one of a multipart unit from Illuminations, students use reasoning to find differences from numbers up to 10, using real and virtual calculators and an addition chart as tools. They also play a concentration game.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2]
Subject: Mathematics Title: What's the Difference?
Description: In this lesson, one of a multipart unit from Illuminations, students use reasoning to find differences from numbers up to 10, using real and virtual calculators and an addition chart as tools. They also play a concentration game. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Building Numbers to Five
Description:
In this lesson, one of a multipart unit from Illuminations, students make groups of zero to five objects, connect number names to the groups, compose and decompose numbers, and use numerals to record the size of a group. Visual, auditory, and kinesthetic activities are used to help students begin to acquire a sense of number.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 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 120, count out that many objects. [KCC5] [MA2013] (0) 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. (Include groups with up to ten objects.) [KCC6] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 11: 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. [KOA4] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5]
Subject: Mathematics Title: Building Numbers to Five
Description: In this lesson, one of a multipart unit from Illuminations, students make groups of zero to five objects, connect number names to the groups, compose and decompose numbers, and use numerals to record the size of a group. Visual, auditory, and kinesthetic activities are used to help students begin to acquire a sense of number. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Recording Two Ways
Description:
In this lesson, one of a multipart unit from Illuminations, students make sets of pasta shapes, count some away, and then record the subtraction in vertical and horizontal formats. They draw a set and cross out some shapes; then, they write in both formats the subtraction that the drawing represents.
Standard(s): [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 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 120, count out that many objects. [KCC5] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 11: 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. [KOA4]
Subject: Mathematics Title: Recording Two Ways
Description: In this lesson, one of a multipart unit from Illuminations, students make sets of pasta shapes, count some away, and then record the subtraction in vertical and horizontal formats. They draw a set and cross out some shapes; then, they write in both formats the subtraction that the drawing represents. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Numbers and Me
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In this lesson, one of a multipart unit from Illuminations, students participate in activities in which they focus on the uses of numbers. Students identify and use numbers in a reallife setting and interpret survey data.
Standard(s): [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 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 120, count out that many objects. [KCC5] [MA2013] (1) 12: Add within 100, including adding a twodigit number and a onedigit number and adding a twodigit 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 twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. [1NBT4] [MA2013] (1) 13: Given a twodigit number, mentally find 10 more or 10 less than the number without having to count; explain the reasoning used. [1NBT5] [MA2013] (1) 18: 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. [1MD4] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2]
Subject: Mathematics Title: Numbers and Me
Description: In this lesson, one of a multipart unit from Illuminations, students participate in activities in which they focus on the uses of numbers. Students identify and use numbers in a reallife setting and interpret survey data. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2,3,4,5
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Title: Building Sets of 17 and 18
Description:
In this lesson, one of a multipart unit from Illuminations, students explore sets of up to18. They construct sets up to 18, write the numerals 17 and 18, and model 17 and 18 with bean sticks, cubes, and ten frames.
Standard(s): [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (0) 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 120, count out that many objects. [KCC5] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 16: 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.) [KMD3] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (2) 2: Fluently add and subtract within 20 using mental strategies. (See standard 6, Grade 1, for a list of mental strategies.) By end of Grade 2, know from memory all sums of two onedigit numbers. [2OA2] [MA2013] (2) 6: Count within 1000; skipcount by 5s, 10s, and 100s. [2NBT2]
Subject: Mathematics Title: Building Sets of 17 and 18
Description: In this lesson, one of a multipart unit from Illuminations, students explore sets of up to18. They construct sets up to 18, write the numerals 17 and 18, and model 17 and 18 with bean sticks, cubes, and ten frames. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Comparing Connecting Cubes: Looking Back and Moving Forward
Description:
This lesson, one of a multipart unit from Illuminations, reviews the work of the previous lessons and suggests a framework for summative assessment. Students use the mathematical knowledge and skills developed in the previous lessons to demonstrate understanding and the ability to apply that knowledge to playing subtraction games.
Standard(s): [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 10: 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 = 2 + 3 and 5 = 4 + 1). [KOA3]
Subject: Mathematics Title: Comparing Connecting Cubes: Looking Back and Moving Forward
Description: This lesson, one of a multipart unit from Illuminations, reviews the work of the previous lessons and suggests a framework for summative assessment. Students use the mathematical knowledge and skills developed in the previous lessons to demonstrate understanding and the ability to apply that knowledge to playing subtraction games. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Connecting Numbers and Patterns
Description:
This lesson, one of a multipart unit from Illuminations, accommodates multiple learning styles by having students create patterns using different forms. For example, students use body movement or kinesthetic experiences to create and copy patterns. Students use knowledge and skills in new situations to develop a solid understanding of the process for creating patterns, recognizing pattern sequences, and representing patterns in different ways.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4]
Subject: Mathematics Title: Connecting Numbers and Patterns
Description: This lesson, one of a multipart unit from Illuminations, accommodates multiple learning styles by having students create patterns using different forms. For example, students use body movement or kinesthetic experiences to create and copy patterns. Students use knowledge and skills in new situations to develop a solid understanding of the process for creating patterns, recognizing pattern sequences, and representing patterns in different ways. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Multiple Patterns
Description:
In this lesson, one of a multipart unit from Illuminations, students explore patterns that involve doubling. They use objects and numbers in their exploration and record them using a table.
Standard(s): [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (0) 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. (Include groups with up to ten objects.) [KCC6] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 21: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [KG5] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. [1OA7] [MA2013] (1) 8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. [1OA8] [MA2013] (1) 13: Given a twodigit number, mentally find 10 more or 10 less than the number without having to count; explain the reasoning used. [1NBT5] [MA2013] (3) 10: Use place value understanding to round whole numbers to the nearest 10 or 100. [3NBT1]
Subject: Mathematics Title: Multiple Patterns
Description: In this lesson, one of a multipart unit from Illuminations, students explore patterns that involve doubling. They use objects and numbers in their exploration and record them using a table. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Building Sets of 19 and 20
Description:
In this lesson, one of a multipart unit from Illuminations, students explore sets of 19 and 20. They count up to 20, construct and decompose sets up to 20, and record the decompositions.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4]
Subject: Mathematics Title: Building Sets of 19 and 20
Description: In this lesson, one of a multipart unit from Illuminations, students explore sets of 19 and 20. They count up to 20, construct and decompose sets up to 20, and record the decompositions. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
Thinkfinity Podcasts
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Title: What Would You Pack For a Trip To Outer Space?
Description:
Building your own private spaceship can be a lot of fun, but what travels with you can be just as important as what the outside looks like. Have you ever thought about what's on an astronaut's packing list?
Standard(s): [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 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 120, count out that many objects. [KCC5] [MA2013] (6) 1: Understand the concept of a ratio, and use ratio language to describe a ratio relationship between two quantities. [6RP1]
Subject: CrossDisciplinary  Informal Education , CrossDisciplinary  Technology , Mathematics  Applied Mathematics , Physical Education  Adventure and Risk Challenge Activities , Science  Biological and Life Sciences , Science  Earth science , Science  General Science , Science  Natural History , Science  Space Sciences , Science  Zoology , Vocational Education  Technical , Adult & Family Literacy  Lifeskills , Informal Education  Academic Enrichment , Informal Education  Arts and Crafts , Informal Education  Business/Entrepreneurship training , Informal Education  Community service/Leadership/Teambuilding , Informal Education  Drama and Puppets , Informal Education  Environmental Education , Informal Education  Health/Wellness/Nutrition/Cooking , Informal Education  Homework Help/Tutoring , Informal Education  Movement and Music , Informal Education  Photography/Digital Arts , Informal Education  School to Career Experience , Informal Education  Sports/Fitness/Recreation , Informal Education  Technology Training , Informal Education  Zoo/Aquarium/Nature Center Education Title: What Would You Pack For a Trip To Outer Space?
Description: Building your own private spaceship can be a lot of fun, but what travels with you can be just as important as what the outside looks like. Have you ever thought about what's on an astronaut's packing list? Thinkfinity Partner: Wonderopolis Grade Span: K,PreK,1,2,3,4,5
Web Resources
Interactives/Games
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Title: Interactive 100 Number Chart
Description:
This interactive chart can be used to help students practice counting 1 to 100, and identifying numbers 1 to 100.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2]
Interactive 100 Number Chart
http://www.apples4th...
This interactive chart can be used to help students practice counting 1 to 100, and identifying numbers 1 to 100.
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Title: Base Ten
Description:
Students can complete interactive base 10 problems for hundreds, tens and ones. You have to click on 1, 10, and 100 on the left side to identify which place values will be included in the problems.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 13: 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. [KNBT1] [MA2013] (1) 10: Understand that the two digits of a twodigit number represent amounts of tens and ones. Understand the following as special cases: [1NBT2]
Base Ten
http://www.learningb...
Students can complete interactive base 10 problems for hundreds, tens and ones. You have to click on 1, 10, and 100 on the left side to identify which place values will be included in the problems.
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Title: Can You Add and Subtract?
Description:
Students will practice adding and subtracting with illustrations.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 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 120, count out that many objects. [KCC5] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 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 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows
12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). [1OA6]
Can You Add and Subtract?
http://www.glencoe.c...
Students will practice adding and subtracting with illustrations.
Learning Activities
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Title: Hundred Chart  Numbers 1 to 100
Description:
This number chart could be cut apart for students to identify numbers 1 to 100.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2]
Hundred Chart  Numbers 1 to 100
http://www.homeschoo...
This number chart could be cut apart for students to identify numbers 1 to 100.
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Title: Interactive 100 Number Chart
Description:
This interactive chart can be used to help students practice counting 1 to 100, and identifying numbers 1 to 100.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2]
Interactive 100 Number Chart
http://www.apples4th...
This interactive chart can be used to help students practice counting 1 to 100, and identifying numbers 1 to 100.
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Title: Base Ten
Description:
Students can complete interactive base 10 problems for hundreds, tens and ones. You have to click on 1, 10, and 100 on the left side to identify which place values will be included in the problems.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 13: 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. [KNBT1] [MA2013] (1) 10: Understand that the two digits of a twodigit number represent amounts of tens and ones. Understand the following as special cases: [1NBT2]
Base Ten
http://www.learningb...
Students can complete interactive base 10 problems for hundreds, tens and ones. You have to click on 1, 10, and 100 on the left side to identify which place values will be included in the problems.
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Title: Homeschool Math.Net  Counting
Description:
This site allows teachers to design counting worksheets by scrolling down the page and using the "Create Number Charts and Lists" function at the bottom of the page. Worksheets with some of the numbers filled in would not be considered an independent level of support on the AAA. To develop independent worksheets, be sure to fill in "100%" when asked what percent to leave empty.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2]
Homeschool Math.Net  Counting
http://www.homeschoo...
This site allows teachers to design counting worksheets by scrolling down the page and using the "Create Number Charts and Lists" function at the bottom of the page. Worksheets with some of the numbers filled in would not be considered an independent level of support on the AAA. To develop independent worksheets, be sure to fill in "100%" when asked what percent to leave empty.
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Title: Can You Add and Subtract?
Description:
Students will practice adding and subtracting with illustrations.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 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 120, count out that many objects. [KCC5] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 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 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows
12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). [1OA6]
Can You Add and Subtract?
http://www.glencoe.c...
Students will practice adding and subtracting with illustrations.
Thinkfinity Informational Materials
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Title: Number and Operations Web Links
Description:
This collection of Web links, reviewed and presented by Illuminations, offers teachers and students information about and practice in concepts related to arithmetic. Users can read the Illuminations Editorial Board's review of each Web site, or choose to link directly to the sites.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 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 120, count out that many objects. [KCC5] [MA2013] (3) 1: Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. [3OA1] [MA2013] (3) 2: Interpret wholenumber 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 objects each. [3OA2] [MA2013] (3) 3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 2.) [3OA3] [MA2013] (3) 4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. [3OA4] [MA2013] (3) 5: Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) [3OA5] [MA2013] (3) 6: Understand division as an unknownfactor problem. [3OA6] [MA2013] (3) 7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers. [3OA7] [MA2013] (3) 8: Solve twostep word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (This standard is limited to problems posed with whole numbers and having wholenumber answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).) [3OA8] [MA2013] (3) 9: Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. [3OA9] [MA2013] (3) 10: Use place value understanding to round whole numbers to the nearest 10 or 100. [3NBT1] [MA2013] (3) 11: 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. [3NBT2] [MA2013] (3) 12: Multiply onedigit whole numbers by multiples of 10 in the range 10  90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations. [3NBT3] [MA2013] (3) 13: Understand a fraction ^{1}/_{b} as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction ^{a}/_{b} as the quantity formed by a parts and size ^{1}/_{b}. [3NF1] [MA2013] (3) 14: Understand a fraction as a number on the number line; represent fractions on a number line diagram. [3NF2] [MA2013] (3) 15: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. [3NF3] [MA2013] (3) 16: Tell and write time to the nearest minute, and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. [3MD1] [MA2013] (3) 17: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm^{3} and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve onestep word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes multiplicative comparison problems (problems involving notions of "times as much").) (See Appendix A, Table 2.) [3MD2] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (3) 19: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units — whole numbers, halves, or quarters. [3MD4] [MA2013] (3) 20: Recognize area as an attribute of plane figures, and understand concepts of area measurement. [3MD5] [MA2013] (3) 21: Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). [3MD6] [MA2013] (3) 22: Relate area to the operations of multiplication and addition. [3MD7] [MA2013] (3) 23: Solve realworld and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. [3MD8] [MA2013] (3) 24: 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, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. [3G1] [MA2013] (3) 25: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. [3G2] [MA2013] (4) 1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. [4OA1] [MA2013] (4) 2: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. (See Appendix A, Table 2.) [4OA2] [MA2013] (4) 3: Solve multistep word problems posed with whole numbers and having wholenumber answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. [4OA3] [MA2013] (4) 4: Find all factor pairs for a whole number in the range 1100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1100 is a multiple of a given onedigit number. Determine whether a given whole number in the range 1100 is prime or composite. [4OA4] [MA2013] (4) 5: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. [4OA5] [MA2013] (4) 6: Recognize that in a multidigit whole number, a digit in one place represents ten times what it represents in the place to its right. [4NBT1] [MA2013] (4) 7: Read and write multidigit whole numbers using baseten numerals, number names, and expanded form. Compare two multidigit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. [4NBT2] [MA2013] (4) 8: Use place value understanding to round multidigit whole numbers to any place. [4NBT3] [MA2013] (4) 9: Fluently add and subtract multidigit whole numbers using the standard algorithm. [4NBT4] [MA2013] (4) 10: Multiply a whole number of up to four digits by a onedigit whole number, and multiply two twodigit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [4NBT5] [MA2013] (4) 11: Find wholenumber quotients and remainders with up to fourdigit dividends and onedigit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [4NBT6] [MA2013] (4) 12: Explain why a fraction ^{a}/_{b} is equivalent to a fraction ^{nxa}/_{nxb} by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. [4NF1] [MA2013] (4) 13: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators or by comparing to a benchmark fraction such as ^{1}/_{2}. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. [4NF2] [MA2013] (4) 14: Understand a fraction ^{a}/_{b} with a > 1 as a sum of fractions ^{1}/_{b}. [4NF3] [MA2013] (4) 15: Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. [4NF4] [MA2013] (4) 16: Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.) [4NF5] [MA2013] (4) 17: Use decimal notation for fractions with denominators 10 or 100. [4NF6] [MA2013] (4) 18: Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. [4NF7] [MA2013] (4) 19: Know relative sizes of measurement units within one system of units, including km, m, cm; kg, g; lb, oz; l, ml; and hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a twocolumn table. [4MD1] [MA2013] (4) 20: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. [4MD2] [MA2013] (4) 21: Apply the area and perimeter formulas for rectangles in realworld and mathematical problems. [4MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (4) 23: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement. [4MD5] [MA2013] (4) 24: Measure angles in wholenumber degrees using a protractor. Sketch angles of specified measure. [4MD6] [MA2013] (4) 25: Recognize angle measure as additive. When an angle is decomposed into nonoverlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in realworld or mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. [4MD7] [MA2013] (4) 26: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in twodimensional figures. [4G1] [MA2013] (4) 27: Classify twodimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. [4G2] [MA2013] (4) 28: Recognize a line of symmetry for a twodimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify linesymmetric figures and draw lines of symmetry. [4G3] [MA2013] (5) 1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. [5OA1] [MA2013] (5) 2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. [5OA2] [MA2013] (5) 3: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. [5OA3] [MA2013] (5) 4: Recognize that in a multidigit number, a digit in one place represents 10 times as much as it represents in the place to its right and ^{1}/_{10} of what it represents in the place to its left. [5NBT1] [MA2013] (5) 5: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use wholenumber exponents to denote powers of 10. [5NBT2] [MA2013] (5) 6: Read, write, and compare decimals to thousandths. [5NBT3] [MA2013] (5) 7: Use place value understanding to round decimals to any place. [5NBT4] [MA2013] (5) 8: Fluently multiply multidigit whole numbers using the standard algorithm. [5NBT5] [MA2013] (5) 9: Find wholenumber quotients of whole numbers with up to fourdigit dividends and twodigit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [5NBT6] [MA2013] (5) 10: Add, subtract, multiply, and divide decimals to hundredths, 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. [5NBT7] [MA2013] (5) 11: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. [5NF1] [MA2013] (5) 12: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally, and assess the reasonableness of answers. [5NF2] [MA2013] (5) 13: Interpret a fraction as division of the numerator by the denominator (^{a}/_{b} = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. [5NF3] [MA2013] (5) 14: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. [5NF4] [MA2013] (5) 15: Interpret multiplication as scaling (resizing), by: [5NF5] [MA2013] (5) 16: Solve realworld problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. [5NF6] [MA2013] (5) 17: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general by reasoning about the relationship between multiplication and division. However, division of a fraction by a fraction is not a requirement at this grade.)
[5NF7] [MA2013] (5) 18: Convert among differentsized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multistep, realworld problems. [5MD1] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2] [MA2013] (5) 20: Recognize volume as an attribute of solid figures, and understand concepts of volume measurement. [5MD3] [MA2013] (5) 21: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. [5MD4] [MA2013] (5) 22: Relate volume to the operations of multiplication and addition, and solve realworld and mathematical problems involving volume. [5MD5] [MA2013] (5) 23: Use a pair of perpendicular number lines, called axes, to define a coordinate system with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., xaxis and xcoordinate, yaxis and ycoordinate). [5G1] [MA2013] (5) 24: Represent realworld and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. [5G2] [MA2013] (5) 25: Understand that attributes belonging to a category of twodimensional figures also belong to all subcategories of that category. [5G3] [MA2013] (5) 26: Classify twodimensional figures in a hierarchy based on properties. [5G4]
Subject: Mathematics Title: Number and Operations Web Links
Description: This collection of Web links, reviewed and presented by Illuminations, offers teachers and students information about and practice in concepts related to arithmetic. Users can read the Illuminations Editorial Board's review of each Web site, or choose to link directly to the sites. Thinkfinity Partner: Illuminations Grade Span: K,1,2,3,4,5,6,7,8,9,10,11,12
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Title: What Would You Pack For a Trip To Outer Space?
Description:
Building your own private spaceship can be a lot of fun, but what travels with you can be just as important as what the outside looks like. Have you ever thought about what's on an astronaut's packing list?
Standard(s): [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 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 120, count out that many objects. [KCC5] [MA2013] (6) 1: Understand the concept of a ratio, and use ratio language to describe a ratio relationship between two quantities. [6RP1]
Subject: CrossDisciplinary  Informal Education , CrossDisciplinary  Technology , Mathematics  Applied Mathematics , Physical Education  Adventure and Risk Challenge Activities , Science  Biological and Life Sciences , Science  Earth science , Science  General Science , Science  Natural History , Science  Space Sciences , Science  Zoology , Vocational Education  Technical , Adult & Family Literacy  Lifeskills , Informal Education  Academic Enrichment , Informal Education  Arts and Crafts , Informal Education  Business/Entrepreneurship training , Informal Education  Community service/Leadership/Teambuilding , Informal Education  Drama and Puppets , Informal Education  Environmental Education , Informal Education  Health/Wellness/Nutrition/Cooking , Informal Education  Homework Help/Tutoring , Informal Education  Movement and Music , Informal Education  Photography/Digital Arts , Informal Education  School to Career Experience , Informal Education  Sports/Fitness/Recreation , Informal Education  Technology Training , Informal Education  Zoo/Aquarium/Nature Center Education Title: What Would You Pack For a Trip To Outer Space?
Description: Building your own private spaceship can be a lot of fun, but what travels with you can be just as important as what the outside looks like. Have you ever thought about what's on an astronaut's packing list? Thinkfinity Partner: Wonderopolis Grade Span: K,PreK,1,2,3,4,5

