Place Value (PV) to 100 (Aug – December)



Place Value (PV) to 100 (Aug – December)Graphs and Data (Aug - Oct)Word Problems (all year)ALL Word Problems:I can count by ones to 120 starting at any number. I can read and write numbers up to 120.I can write the numeral that matches a given number of objects (up to 120). I can represent the teen numbers (11-19) as one ten and ones. I can represent a two-digit numbers as the amount of tens and ones. I can explain what each digit of a two-digit number represents. I can identify the value each digit in a number. I can use dimes and pennies to represent a two-digit number. I can represent a two-digit number using models and pictures. I can write a number that represents the amount shown in a picture. I can decompose/break apart a two-digit number into different amounts of tens and ones. I can mentally find 10 more than a number and explain my thinking. I can mentally find 10 less than a number and explain my thinking.I can find 10 more or 10 less on a hundreds chart without counting by ones. I can explain how the value of the digit in the tens place changes when finding ten more or ten less. I can use the symbols <, >, or = to compare two-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 explain what each part of the graph represents. I can use words like “Most, least, more than, and less than” to interpret the data displayed in the graph. I can interpret the graph by asking and answering questions about the data. I can collect and organize data into up to three categories. I can represent data up to three categories using a picture graph. I can represent data up to three categories using a bar graph.I can answer questions about the data in the graph including the total number in each category, how many more, or how many less are in one category than another. I can write a comparison problem about the data in the graph and solve it. 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. I can explain how I arrived at my answer. I can compare what is similar and what is different 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, make a ten, groups of ten, and finding missing addends. I can write equations to represent my thinking, including a symbol for the unknown. I can create any type of addition, subtraction, or comparison word problem and explain how to solve it. I can solve word problems that have three addends by using models, pictures, numbers, words, and equations. I can create a word problem involving three addends and explain how to solve it. 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. I can explain how I arrived at my answer. I can compare what is similar and what is different 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, make a ten, groups of ten, and finding missing addends. I can write equations to represent my thinking, including a symbol for the unknown. I can create any type of addition, subtraction, or comparison word problem and explain how to solve it. I can solve word problems that have three addends by using models, pictures, numbers, words, and equations. I can create a word problem involving three addends and explain how to solve it. Composing and Decomposing 2D Shapes (Oct – Dec)Nonstandard Measurement and Time (Nov – Jan)Introduction to 2D Shapes (Aug)I can build a two-dimensional shape based on the number of sides, angles, and vertices. I 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 fill an outline of a picture with shapes. I can compose a two-dimensional shape by putting two or more shapes together. (two triangles together can make…..)I can decompose a two-dimensional shape into two or more shapes. (ex. hexagon is made of 6 triangles)I can describe attributes of the original, decomposed, and composite shapes. I can determine/explain how the original and created composite two-dimensional shapes are alike and different. I can describe how turning and moving shapes affect the different kinds of shapes I can make.I can compare the lengths of 2 objects by using a 3rd object. I can compare the lengths of up to 3 objects using words “longer or shorter”. I can order up to 3 objects by length.I can identify objects that would be measured using length. I can identify digital and analog clocks. I can correctly identify the hour hand and the minute hand. I can show time to the hour and half hour. I can use the placement of the hour hand to determine the time to the hour or half hour. 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 build a two-dimensional shape based on the number of sides, angles, and vertices. I 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 pose 3D Shapes to Make a Composite Shape (April)Coins (April & May)Using a Ruler (Feb)I can recognize and identify 3D shapes in the real-world.I can describe the attributes of a 3D shapes.I can describe the number and the kind of faces that make up three-dimensional shapes. I can use 3D shapes to build a new shape. I can identify all the 3D shapes in a model or picture.I can identify coins and name them. I can write the value of coins. I can explain how many of each coin makes a dollar. (10 dimes, 4 quarters, etc.)I can add coins that are the same value. I can add combinations of pennies and dimes.I can identify a ruler as a tool to measure length. I can use a ruler to measure lengths starting at the zero mark.I can count inches to determine the overall length of an object. I can explain that length is the distance from one point to another. I can describe the attributes of a ruler. I can tell the best ruler to use to measure different sized objects. (ruler, yardstick, measuring tape)I can estimate the length an object is in inches.Adding and Subtracting to 20 (Aug – May)Adding Two-Digit Numbers and Subtracting Multiples of Ten (Jan – May) I can explain why the order of the addends does not change the sum.I can describe the Commutative Property of Addition using:Models, Pictures, Equations, and WordsI can explain why the grouping of the 3 or more addends does not affect the sum. I can change the order and grouping of addends to make the problem easier to solve (associative property). I can use “think addition” to solve a subtraction problem. I can explain the relationship of addition and subtraction. I can determine the missing addend needed to determine the sum. I can explain when I count back I am subtracting. I can explain when I count on I am adding. I can show how counting forward on a number line relates to addition. I can show how counting backwards on a number line relates to subtraction. 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 three whole numbers. (ex. 8 + ? = 11, 5 = ? – 3, 6 +7 = ?)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 ten. (Fluency Standard-Valuing mental images in the brain, not speed)I can choose and model a strategy to add or subtract within 20:Counting on, Making ten, Decomposing a number leading to 10, Using the relationship between addition and subtraction, Doubles, Doubles +/-1, Think addition, Five and factsI can write an addition 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 explain how to solve a two-digit addition 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 add two digit numbers using:A hundreds chartDimes and pennies Ten framesPictures Base ten blocksNumber lines (open)I can write a subtraction equation with two-digits vertically or horizontally to solve.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 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 subtract.I can subract multiples of ten using:A hundreds chartDimesTen framesPictures Base ten blocks ................
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