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Title: Get Jiggy With It!
Description:
Students will exhibit their understanding of character through improvisation. Students will listen to a story and act out the actions. They will demonstrate the verbs and adjectives that describe their characters' movements.
Standard(s): [ELA2013] (1) 35: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. [SL.1.5] [ELA2013] (1) 11: Identify the main topic and retell key details of a text. [RI.1.2] [AED] TH (1) 2: Use personal space, partner space, and group space in an appropriate manner. [AED] TH (1) 3: Demonstrate ways that voice, space, and movement are used to create emotions, characters, or objects. [AED] TH (1) 5: Portray individual characters from an oral reading in literature. [S1] (1) 5: Identify parts of the human body, including the head, neck, shoulders, arms, spine, and legs. [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]
Subject: Arts Education (1), or English Language Arts (1), or Mathematics (K), or Science (1)
Title: Get Jiggy With It!
Description: Students will exhibit their understanding of character through improvisation. Students will listen to a story and act out the actions. They will demonstrate the verbs and adjectives that describe their characters' movements.
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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: "No More Money Trouble"
Description:
This lesson will allow students to identify and count money. They will enjoy playing with coins that look like real money. This lesson is guaranteed to motivate students through the use of handson and cooperative group activities. 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): [ELA2013] (2) 30: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [SL.2.2] [ELA2013] (2) 29: Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups. [SL.2.1] [TC2] (02) 9: Identify digital tools used for problem solving. [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] (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) 4: Understand subtraction as an unknownaddend problem. [1OA4] [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] [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]
Subject: English Language Arts (2), or Mathematics (K  3), or Technology Education (K  2)
Title: "No More Money Trouble"
Description: This lesson will allow students to identify and count money. They will enjoy playing with coins that look like real money. This lesson is guaranteed to motivate students through the use of handson and cooperative group activities. 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: Congruent Figures
Description:
This lesson is an introduction to a unit about congruent shapes. Students will begin by listening to a book about shapes. They will then complete several handson activities, including sorting shapes, using their bodies to form congruent shapes, and using activities on the Internet to practice forming congruent shapes.
Standard(s): [TC2] (02) 2: Identify applications and operations of various technology systems. [TC2] (02) 7: Use digital tools to access and retrieve information. [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) 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] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (0) 20: Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). [KG4] [MA2013] (0) 21: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [KG5] [MA2013] (0) 22: Compose simple shapes to form larger shapes. [KG6] [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] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (1) 21: 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. [1G3] [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), or Technology Education (K  2)
Title: Congruent Figures
Description: This lesson is an introduction to a unit about congruent shapes. Students will begin by listening to a book about shapes. They will then complete several handson activities, including sorting shapes, using their bodies to form congruent shapes, and using activities on the Internet to practice forming congruent shapes.
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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: Lucky Charms Graphs
Description:
This culminating lesson will use Lucky Charms cereal for review of sorting, counting, tally marks, and graphing. This is a fun and tasty way for students to learn about math.
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) 5: Practice responsible use of technology systems and applications. [TC2] (02) 10: Design original works using digital tools. [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) 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] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (1) 21: 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. [1G3] [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] [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), or Technology Education (K  2)
Title: Lucky Charms Graphs
Description: This culminating lesson will use Lucky Charms cereal for review of sorting, counting, tally marks, and graphing. This is a fun and tasty way for students to learn about math.
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Title: It's Your Birthday, Dr. Seuss!
Description:
This lesson plan is intended to be used during the month of March when the class is preparing to celebrate Dr. Seuss Day. After listening to and reading different stories by Dr. Seuss, the students have opportunities to compare and contrast story elements through critical thinking and Venn diagrams.
Standard(s): [CE] (012) 5: Fairness [CE] (012) 9: Selfrespect [CE] (012) 7: Kindness [CE] (012) 6: Respect for others [CE] (012) 4: Honesty [CE] (012) 1: Courage [ELA2013] (3) 2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. [RL.3.2] [TC2] (35) 1: Use input and output devices of technology systems. [TC2] (35) 8: Collect information from a variety of digital sources. [TC2] (02) 7: Use digital tools to access and retrieve information. [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) 15: Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference. [KMD2] [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) 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] [ELA2013] (1) 2: Retell stories, including key details, and demonstrate understanding of their central message or lesson. [RL.1.2] [ELA2013] (1) 5: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. [RL.1.5] [ELA2013] (2) 2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. [RL.2.2] [ELA2013] (3) 2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. [RL.3.2] [ELA2013] (3) 3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. [RL.3.3]
Subject: Character Education (K  12), or English Language Arts (1  3), or Mathematics (K  2), or Technology Education (K  5)
Title: It's Your Birthday, Dr. Seuss!
Description: This lesson plan is intended to be used during the month of March when the class is preparing to celebrate Dr. Seuss Day. After listening to and reading different stories by Dr. Seuss, the students have opportunities to compare and contrast story elements through critical thinking and Venn diagrams.
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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: Counting Zero to Five
Description:
Students will be introduced in this lesson to the numerals zero through five. Students will associate the numeral with the correct number of objects. Students will demonstrate their understanding of the quantities zero through five showing "How many?" by counting their fingers or using a closed fist for zero.
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) 10: Design original works using digital tools. [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 (K), or Technology Education (K  2)
Title: Counting Zero to Five
Description: Students will be introduced in this lesson to the numerals zero through five. Students will associate the numeral with the correct number of objects. Students will demonstrate their understanding of the quantities zero through five showing "How many?" by counting their fingers or using a closed fist for zero.
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Title: Using the Number Line to Compare
Description:
In this lesson, one of a multipart unit from Illuminations, students determine differences using the number line to compare lengths. Because this model is based on linear measurement, it is a distinctly different representation from the models presented in the first two lessons of this unit. At the end of this lesson, children are encouraged to predict differences and answer puzzles involving subtraction.
Standard(s): [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) 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) 15: Order three objects by length; compare the lengths of two objects indirectly by using a third object. [1MD1] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1] [MA2013] (2) 15: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. [2MD2]
Subject: Mathematics Title: Using the Number Line to Compare
Description: In this lesson, one of a multipart unit from Illuminations, students determine differences using the number line to compare lengths. Because this model is based on linear measurement, it is a distinctly different representation from the models presented in the first two lessons of this unit. At the end of this lesson, children are encouraged to predict differences and answer puzzles involving subtraction. 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: Calculating Patterns: Looking Back and Moving Forward
Description:
This lesson, one of a multipart unit from Illuminations, is designed as a summative assessment of students understanding of patterns. It measures their ability to create, extend, and interpret patterns in multiple ways.
Standard(s): [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) 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: Calculating Patterns: Looking Back and Moving Forward
Description: This lesson, one of a multipart unit from Illuminations, is designed as a summative assessment of students understanding of patterns. It measures their ability to create, extend, and interpret patterns in multiple ways. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Calculating Patterns
Description:
In this eight lesson unit, from Illuminations, students represent patterns in different ways. They solve problems; make, explain, and defend conjectures; make generalizations; and extend and clarify their knowledge.
Standard(s): [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) 14: Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [KMD1] [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 Title: Calculating Patterns
Description: In this eight lesson unit, from Illuminations, students represent patterns in different ways. They solve problems; make, explain, and defend conjectures; make generalizations; and extend and clarify their knowledge. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Sampling Rocks
Description:
The purpose of this lesson, from Science NetLinks, is for students to learn about sampling through an investigation of rocks found in the schoolyard. In this lesson, students collect and analyze a sampling of rocks from the schoolyard. They sort the collected rocks by characteristics such as size, weight, and color, to see if any generalizations can be made about the types of rocks that can be found in the schoolyard.
Standard(s): [S1] (0) 1: Classify objects as solids or liquids. [S1] (0) 7: Classify objects using the five senses. [S1] (0) 8: Identify features of Earth as landmasses or bodies of water. [S1] (1) 2: Identify basic properties of objects. [S1] (1) 7: Identify components of Earth's surface, including soil, rocks, and water. [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] (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] (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]
Subject: Mathematics, Science Title: Sampling Rocks
Description: The purpose of this lesson, from Science NetLinks, is for students to learn about sampling through an investigation of rocks found in the schoolyard. In this lesson, students collect and analyze a sampling of rocks from the schoolyard. They sort the collected rocks by characteristics such as size, weight, and color, to see if any generalizations can be made about the types of rocks that can be found in the schoolyard. Thinkfinity Partner: Science NetLinks Grade Span: K,1,2
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Title: Sorting
Description:
The purpose of this lesson, from Science NetLinks, is to develop the idea that information can be more easily managed and retrieved if it is logically sorted and stored, using the example of books in a library. The activities in this lesson focus on sorting and ordering things so that they can be easily retrieved at a later date.
Standard(s): [S1] (0) 1: Classify objects as solids or liquids. [S1] (0) 7: Classify objects using the five senses. [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: Sorting
Description: The purpose of this lesson, from Science NetLinks, is to develop the idea that information can be more easily managed and retrieved if it is logically sorted and stored, using the example of books in a library. The activities in this lesson focus on sorting and ordering things so that they can be easily retrieved at a later date. Thinkfinity Partner: Science NetLinks Grade Span: 1,2,3
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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: Pyramid Power
Description:
In this lesson, one of a multipart unit from Illuminations, students make sets of a given number, explore relationships between numbers, and write numbers that enumerate how many elements are in a group. They make and record sets of one more and one less than a given number. They have the opportunity to apply their reasoning and communication skills in this lesson.
Standard(s): [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) 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) 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: Health,Mathematics Title: Pyramid Power
Description: In this lesson, one of a multipart unit from Illuminations, students make sets of a given number, explore relationships between numbers, and write numbers that enumerate how many elements are in a group. They make and record sets of one more and one less than a given number. They have the opportunity to apply their reasoning and communication skills in this lesson. 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: Balancing Act
Description:
In this Illuminations lesson plan, students use mathematical models to represent and understand quantitative relationships. They are presented with pictures of pan balances with one or more objects in each pan. From these pictures, students discover relationships between and among the weights of the objects by comparing the balanced pans with those that are out of balance.
Standard(s): [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) 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 Title: Balancing Act
Description: In this Illuminations lesson plan, students use mathematical models to represent and understand quantitative relationships. They are presented with pictures of pan balances with one or more objects in each pan. From these pictures, students discover relationships between and among the weights of the objects by comparing the balanced pans with those that are out of balance. 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
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.
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: Building Sets of 11 and 12
Description:
In this lesson, one of a multipart unit from Illuminations, students explore sets of 11 and 12. They use bean sticks, connecting cubes, and ten frames to construct sets of 11 and 12. Then, they record and compare them the sets.
Standard(s): [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: Building Sets of 11 and 12
Description: In this lesson, one of a multipart unit from Illuminations, students explore sets of 11 and 12. They use bean sticks, connecting cubes, and ten frames to construct sets of 11 and 12. Then, they record and compare them the sets. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Sorting Foods
Description:
In this lesson, one of a multipart unit from Illuminations, students visit a Web site to play a game related to the food pyramid and sort foods using the categories of the food pyramid. They also create sets up to ten and write numerals up to ten. This lesson makes a natural connection to the science of nutrition.
Standard(s): [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) 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: Health,Mathematics Title: Sorting Foods
Description: In this lesson, one of a multipart unit from Illuminations, students visit a Web site to play a game related to the food pyramid and sort foods using the categories of the food pyramid. They also create sets up to ten and write numerals up to ten. This lesson makes a natural connection to the science of nutrition. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Building Sets of Ten
Description:
In this lesson, one of a multipart unit from Illuminations, students explore sets of up to 10 items and practice writing the numbers 0 through 10. Students count back from 10, identify sets of up to 10 objects, and record 10 on a chart. They also construct and decompose sets of up to 10 items. This lesson provides opportunities for reasoning and communication.
Standard(s): [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) 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) 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 Title: Building Sets of Ten
Description: In this lesson, one of a multipart unit from Illuminations, students explore sets of up to 10 items and practice writing the numbers 0 through 10. Students count back from 10, identify sets of up to 10 objects, and record 10 on a chart. They also construct and decompose sets of up to 10 items. This lesson provides opportunities for reasoning and communication. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Let's Count to 10
Description:
In this eightlesson unit from Illuminations, students make groups of zero to ten 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 included in each lesson. The unit is most appropriate for students learning at the kindergarten and grade one levels.
Standard(s): [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) 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]
Subject: Mathematics Title: Let's Count to 10
Description: In this eightlesson unit from Illuminations, students make groups of zero to ten 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 included in each lesson. The unit is most appropriate for students learning at the kindergarten and grade one levels. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Let's Count to 5
Description:
In this sevenlesson unit, from Illuminations, students make groups of zero through five objects and connect number words to the groups. They use numerals to record the size of a group. Familiar nursery rhymes and songs and visual, auditory and kinesthetic activities are included in each lesson. The unit is most appropriate for students learning at the prekindergarten and kindergarten levels.
Standard(s): [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) 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]
Subject: Mathematics Title: Let's Count to 5
Description: In this sevenlesson unit, from Illuminations, students make groups of zero through five objects and connect number words to the groups. They use numerals to record the size of a group. Familiar nursery rhymes and songs and visual, auditory and kinesthetic activities are included in each lesson. The unit is most appropriate for students learning at the prekindergarten and kindergarten levels. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: The Great Bear Race
Overview:
Racing Bears is a counting game.Â The math focus points are counting spaces and moving on a gameboard and thinking strategically about the moves on a gameboard. Standard(s):
[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) 12: Fluently add and subtract within 5. [KOA5] [MA2013] (1) 21: 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. [1G3]
The Great Bear Race Overview: Racing Bears is a counting game.Â The math focus points are counting spaces and moving on a gameboard and thinking strategically about the moves on a gameboard.
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Title: Calendar Math
Overview:
In this podcast our class will demonstrate how we use calendar math each day. We discussed the days of the week. We graphed the daily, monthly and yearly weather. We used the 100's chart to practice skip counting and even and odd numbers. We used straws to count the days of school, grouping ones, tens and one hundreds. Standard(s):
[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) 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) 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] (1) 17: Tell and write time in hours and halfhours using analog and digital clocks. [1MD3]
Calendar Math Overview: In this podcast our class will demonstrate how we use calendar math each day. We discussed the days of the week. We graphed the daily, monthly and yearly weather. We used the 100's chart to practice skip counting and even and odd numbers. We used straws to count the days of school, grouping ones, tens and one hundreds.
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Title: Traveling Numbers
Overview:
This podcast shows the various places numbers can be found when traveling.Â It also shows the shapes that can be found in traffic signs. Standard(s):
[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) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 21: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [KG5] [MA2013] (0) 22: Compose simple shapes to form larger shapes. [KG6]
Traveling Numbers Overview: This podcast shows the various places numbers can be found when traveling.Â It also shows the shapes that can be found in traffic signs.
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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: Dositey.com Tens and Ones
Description:
This interactive Web site provides practice problems for place value, tens and ones.
Standard(s): [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) 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]
Dositey.com Tens and Ones
http://www.dositey.c...
This interactive Web site provides practice problems for place value, tens and ones.
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Title: Up to Ten  Ladybug Counting Game
Description:
Student must put the same number of spots on the right hand side of the ladybug's wings in order to match/duplicate the left sides.
Standard(s): [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]
Up to Ten  Ladybug Counting Game
http://boowakwala.up...
Student must put the same number of spots on the right hand side of the ladybug's wings in order to match/duplicate the left sides.
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Title: IXL Math  Addition Sentences
Description:
This interactive web site asks students to identify the graphic that represents the specified addition number sentence, up to five.
Standard(s): [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) 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]
IXL Math  Addition Sentences
http://www.ixl.com/m...
This interactive web site asks students to identify the graphic that represents the specified addition number sentence, up to five.
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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: Dositey.com Tens and Ones
Description:
This interactive Web site provides practice problems for place value, tens and ones.
Standard(s): [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) 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]
Dositey.com Tens and Ones
http://www.dositey.c...
This interactive Web site provides practice problems for place value, tens and ones.
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Title: Up to Ten  Ladybug Counting Game
Description:
Student must put the same number of spots on the right hand side of the ladybug's wings in order to match/duplicate the left sides.
Standard(s): [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]
Up to Ten  Ladybug Counting Game
http://boowakwala.up...
Student must put the same number of spots on the right hand side of the ladybug's wings in order to match/duplicate the left sides.
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Title: ABC Teach  Number Flashcards
Description:
This ABC Teach page includes flashcards for numbers 14, 58, 912, 1316, and 1720. It also includes a set of flashcards for counting to ten.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [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]
ABC Teach  Number Flashcards
http://abcteach.com/...
This ABC Teach page includes flashcards for numbers 14, 58, 912, 1316, and 1720. It also includes a set of flashcards for counting to ten.
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Title: IXL Math  Addition Sentences
Description:
This interactive web site asks students to identify the graphic that represents the specified addition number sentence, up to five.
Standard(s): [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) 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]
IXL Math  Addition Sentences
http://www.ixl.com/m...
This interactive web site asks students to identify the graphic that represents the specified addition number sentence, up to five.
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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
Thinkfinity Learning Activities
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Title: What Would You Pack For a Trip To Outer Space?
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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
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Title: Illuminations Activities
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This Web page, from Illuminations, allows users to access all of Illuminations' online, interactive activities. The activities span the grades and encompass all areas of mathematics.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [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) 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) 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) 15: Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference. [KMD2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (0) 20: Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). [KG4] [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) 4: Understand subtraction as an unknownaddend problem. [1OA4] [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) 11: Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. [1NBT3] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1]
Subject: Mathematics Title: Illuminations Activities
Description: This Web page, from Illuminations, allows users to access all of Illuminations' online, interactive activities. The activities span the grades and encompass all areas of mathematics. Thinkfinity Partner: Illuminations Grade Span: K,1,2,3,4,5,6,7,8,9,10,11,12

