Content Standard(s): 
TC2 (K2)  1. Identify basic parts of various technology systems. Naming input and output devices Examples: input—keyboard, stylus output—printer  TC2 (K2)  2. Identify applications and operations of various technology systems. Examples: applications—word processing, multimedia presentation software operations—opening, closing, and saving files Using accurate terminology related to technology Example: "press," not "hit," keys Using input devices to enter letters, numbers, and symbols Using special functions of input devices Example: keyboard shortcuts Labeling storage media Removing storage media safely  TC2 (K2)  3. Demonstrate correct posture and finger placement while using a technology system.  TC2 (K2)  5. Practice responsible use of technology systems and applications. Example: maintaining proper settings Demonstrating care of digital equipment and media Examples: washing hands before use, cleaning work area before and after use Distinguishing between ethical and unethical use of others' work Examples: avoiding plagiarism, avoiding manipulation of others' work without
permission  TC2 (K2)  10. Design original works using digital tools. Examples: tools—digital drawing tools, music software, word processing software,
digital cameras  MA2015 (K)  4. Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. [KCC4a] b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. [KCC4b] c. Understand that each successive number name refers to a quantity that is one larger.
[KCC4c]  MA2015 (K)  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]  MA2015 (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]  MA2015 (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]  MA2015 (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]  MA2015 (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]  MA2015 (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]  MA2015 (2)  25. Partition a rectangle into rows and columns of samesize squares, and count to find the total number of them. [2G2]  MA2015 (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] 

Primary Learning Objective(s): 
Students will count, sort, make a tally chart, and create a graph. Students will use spreadsheet software to create a graph. Students will compare sets of objects using the symbols >, <, and =. 