Money - Sarasota County Schools



Money (Jan. & Feb.)Graphs and Data (Aug.)Word Problems (all year)I can identify coins and name them. I can write the value of coins. I can identify dollars and write the value. (singles, fives, tens, twenties, and hundreds)I can use the symbols $ and ? symbols when writing amounts of money. I can show multiple ways to make an amount of money. I can combine coins to determine an amount within one dollar. I can count on from the largest valued coin to find out how much money I have. I can use the least amount of coins to show a given amount of money. I can count up to determine how much change is needed. I can tell the value of combinations of dollars.I can identify and explain what the money problem is asking me to find. I can solve the money problem using coins or dollar bills. I can solve word problems that involve finding the total amount and then give change.I can recognize and identify picture graphs and bar graphs.I can plan, collect, organize, and display my survey results on a picture or bar graph. I can represent four categories of data I collected using a picture graph. I can represent four categories of data I collected using a bar graph. I can identify and label the parts of a picture graph and bar graph.I can make comparisons between categories in the graph using more than, less than, etc.I can solve problems relating to data in graphs by using addition and subtraction.I can draw a single-unit scale picture graph to represent a given set of data with four categories.I can draw a single-unit scale bar graph to represent a given set of data with four categories.I can write addition, subtraction, and comparison problems about the data in the graph and solve it.I can describe what is happening in the problem.I can identify and explain what the problem is asking me to find for one step and two step word problems.I can write or tell a reasonable estimate before I add or subtract.I can represent each problem using models (manipulatives).I can represent my thinking using objects, pictures, number lines, hundreds chart, words, or numbers. I can use strategies to add or subtract the numbers in the problem such as counting on with an open number line, counting back, making groups of ten, think addition, making friendly numbers, compensation, or breaking apart the numbers.I can write equations to represent my thinking, including a symbol for what is unknown. I can explain how I arrived at my answer. I can justify why my answer makes sense.I can compare what is similar and what is different in various problems. I can create any type of addition, subtraction, or comparison word problem and explain how to solve it. 2D and 3D Shapes (Sept.)Time (Oct.)Partitioning 2D Shapes (Nov.)I can build a two-dimensional shape based on the number of sides, angles, and vertices. Triangles, quadrilaterals (squares, rectangles, rhombus, and trapezoids), pentagons, hexagons and cubesI can draw a two-dimensional shape based on the number and size of sides, angles, and vertices. (ex. square vs rectangles; opposite sides are the same length) I can identify the sides, angles, and vertices when given a picture of a two-dimensional shape. I can explain how I know a shape’s name by describing its attributes. I can sort and classify two-dimensional shapes based on the number of sides, angles, and vertices. I can describe and compare 2d and 3d shapes based on how they are alike and different using attributes such as sides, angles, corners/vertices, and faces.I can identify digital and analog clocks. I can correctly identify the hour hand and the minute hand. I can use the placement of the hour hand to determine the approximate time.I can show time to the hour, half hour, and quarter hour. I can count the minutes by fives. I can draw the hands on a clock to show a given time.I can write the correct time on a digital clock. I can write the correct time from an analog clock. I can explain why there are two cycles of 12 hours in one day. I can use AM and PM to describe a time.I can use the words “quarter till, quarter past, ten till, ten after, and half past” to correctly describe a time.When given a time, I can explain what is happening in my day. When shown a given digital time, I can represent it on an analog clock. I can tell how many minutes past the hour when given any number on the clock.I can identify when shares are equal. I can divide/partition a circle into halves, thirds, and fourths (quarters). I can divide/partition a square/rectangle into halves, thirds, and fourths (quarters). I can explain why dividing/partitioning a shape into more equal parts makes the parts smaller. I can use the words whole, halves, fourths, and quarters to describe how I partitioned a shape.I can show half of, fourth of, and a quarter of using a picture and model. I can explain how half of a circle relates to time to the half hour on a clock. I can explain how a quarter or fourth of a circle relates fifteen-minute intervals on a clock. I can explain how a quarter or fourth of a circle relates fifteen-minute intervals on a clock. I can explain how a third of a circle relates twenty-minute intervals on a clock. I can explain how the parts of a shape relate to its whole. (two of two, four of four)I can explain how the size of the pieces relate to the size of the whole. (1/2s are not all equal-it depends on the size of the whole)I can explain why equal shares from identical wholes do not have to have the same shape.Place Value with Three Digits (Wednesday all year)I can count forward and backward by fives from any given number (up to 1,000).I can count forward and backward by tens from any given number (up to 1,000).I can count forward and backward by hundreds from any given number (up to 1,000).I can explain the patterns I see in the numbers to help me determine what comes next when I count by 5s, 10s, and 100s up to 1,000. I can represent a three-digit number using base ten models then drawing a picture of my model. I can read and write numbers up to 1,000.I can write the numeral that matches a given number of objects or picture (up to 1,000). I can explain what each digit of a three-digit number represents. I can identify the value of each digit in a three-digit number. I can explain how the value of a digit is determined by its place in a number. I can write a three-digit number in word form. I can write a three-digit number in expanded form. I can explain how many ones make a ten. I can explain how many tens make a hundred. I can explain how many hundreds make a thousand. I can explain how many tens make a thousand. I can represent a three-digit number with my base ten blocks in more than one way. (243= 200 + 40 +3; 100 +140+ 3,100 + 100 + 30 + 13, etc.)I can write a number that represents the amount shown in a picture. I can decompose/break apart a three-digit number into different amounts of tens and ones. I can mentally find 10 more and 10 less than a three-digit number and explain my thinking. I can mentally find 100 more and 100 less than a three-digit number and explain my thinking. I can explain what happens to the digits in the number when finding ten more or ten less. I can explain what happens to the digits in the number when finding one hundred more or one hundred less. I can use the symbols <, >, or = to compare three-digit numbers. I can explain how I know a number is greater than, less than, or equal to another number based on my understanding of the value of digits in a number.I can plot a three-digit number on a number line.When given a three-digit number, I can create a number line and say what two hundreds the number is between. I can explain what multiple of hundred my number is closest to. I can describe the pattern in a number line from any multiple of a hundred to another hundred. I can create the largest three-digit number when given three digits. I can create the smallest three-digit number when given three digits. I can move digits around to show least to greatest or greatest to least when given three digits.Adding within 100 (Oct. – Dec.) and 1,000 (Jan. – May)I can explain the relationship between addition and subtraction. I can write an addition or subtraction equation with two-digits vertically or horizontally to solve.I can choose and model a strategy to solve an addition equation that involves two-digit numbers.I can choose and model a strategy to solve a subtraction equation that involves two-digit numbers.I can explain how to solve a two-digit addition problem by applying my understanding of the value of the digits. I can explain how to solve a two-digit subtraction problem by applying my understanding of the value of the digits. I can break apart the two-digit numbers into the amount of tens and ones to add.I can break apart the two-digit numbers into the amount of tens and ones to subtract.I can add and subtract two digit numbers using: ●A hundreds chart ●Dimes and pennies ●Pictures ●Base ten blocks ●Number linesI can add or subtract two digit numbers by creating an open number line. I can explain how to add or subtract two-digit numbers mentally using benchmark numbers. I can write or tell a reasonable estimate before I add or subtract.I can use “think addition” to solve subtraction equations. I can describe what is happening in the problem.I can represent each problem using models (manipulatives).I can identify and explain what the problem is asking me to find for one step and two step word problems.I can solve word problems that have four addends by using models, pictures, numbers, words, and equations. I can explain how I arrived at my answer. I can compare what is similar and what is different in various problems. I can represent my thinking using objects, pictures, number lines, hundreds chart, words, and numbers. I can use strategies to add or subtract the numbers in the problem such as counting on, counting back, making groups of ten, and finding missing addends. I can write equations to represent my thinking, including a symbol for what is unknown. I can create any type of addition, subtraction, or comparison word problem and explain how to solve it. I can create a word problem involving four addends and explain how to solve it.I can explain the meaning of the equal sign. I can determine if addition or subtraction equations are true or false. I can compare given equations by using words such as “equal to” , “is the same as” , or “not true/false”. I can make equations that are true and explain why. I can explain why an answer can be written on either side of the equal sign. I can determine the unknown whole number in an addition or subtraction equation with four whole numbers. (Ex. 37 + 10 + 10 = _____ + 18; ? – 6 = 13 – 4; and 15 – 9 = 6 + ?)I can choose a strategy to solve an equation with an unknown in any position, and explain my strategy to others. Measurement with Centimeters and Meters (April)Measure and Represent Data on a Line Plot (May)Measurement with Inches and Feet (March)I can tell the best metric tool to use to measure different sized-objects.I can explain why I chose the unit of measurement I used to measure an object. When given an object, I can determine what attribute needs to be measured (length, width, height). I can estimate the length of an object in centimeters or meters. I can use a metric ruler to measure lengths starting at the zero mark.I can explain how the size of the unit I use to measure affects the amount of units measured. I can determine and write how much longer one object is than another in the amount of centimeters or meters. I can identify and explain what the measurement problem is asking me to find. I can solve the measurement problem using pictures, numbers, or words. I can create any type of addition, subtraction, and comparison measurement problem and explain how to solve it. I can write equations to represent my thinking, including a symbol for what is unknown.I can explain how a line plot is used to display data. I can read and interpret line plots. I can create a line plot to organize the data. I can interpret the results of the measurement data that is plotted on the line plot. I can measure objects to the nearest whole number, sort my measurement data, and represent the data on a line plot.I can tell the best type of measuring tool to use to measure different sized-objects.I can explain why I chose the unit of measurement I used to measure an object. When given an object, I can determine what attribute needs to be measured (length, width, height). I can estimate the length of an object in inches, feet, or yards. I can use a ruler to measure lengths starting at the zero mark.I can explain how the size of the unit I use to measure affects the amount of units measured. I can determine and write how much longer one object is than another in the amount of inches, feet, or yards. I can identify and explain what the measurement problem is asking me to find. I can solve the measurement problem using measuring tools, pictures, numbers, or words. I can create any type of addition, subtraction, and comparison measurement problem and explain how to solve it. I can write equations to represent my thinking, including a symbol for what is unknown.Partition Rectangles into Rows and Columns (December)Adding and Subtracting to 20 (Aug. & Sept.)I can use the words row and column to describe my rectangular array. I can count to find the total of same-sized squares in an array. I can draw a rectangle and partition it into same-sized squares to create an array. I can use color tiles to create equal rows that form rectangles of different sizes. I can write an addition equation to express the number of rows and how many in each rowI can write an equation to find the sum of equal sized squares in my array. I can explain how my addition equations relate to the amount of rows and columns in my array. I can make an array model of a repeated addition equation.I can explain the meaning of the equal sign. I can determine if addition or subtraction equations are true or false. I can compare given equations by using words such as “equal to”,“is the same as”, or “not true/false”. I can make equations that are true and explain why. I can explain why an answer can be written on either side of the equal sign. I can determine the unknown whole number in an addition or subtraction equation with four whole numbers. (Ex. 37 + 10 + 10 = _____ + 18; ? – 6 = 13 – 4; and 15 – 9 = 6 + ?)I can choose a strategy to solve an equation with an unknown in any position, and explain my strategy to others. Given an addition or subtraction equation, I can mentally add and subtract within 20. (Fluency Standard-Valuing mental images in the brain, not speed)I can choose and model a strategy to add or subtract within 20:Counting onMaking tenDecomposing a number leading to a 10Using the relationship between addition and subtractionDoubles Doubles +/- 1Think Addition Five and factsI can divide an amount of objects into two groups to determine if the number of objects is even or odd. I can count objects by 2s. I can explain if a group of objects is even or odd. I can use a doubles fact to determine if a number is even or odd. I can explain why the addends in an equation tell me whether the sum is even or odd. ................
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