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California State Standard #
California State StandardDLM EEDescriptionInitial PrecursorDistal PrecursorProximal PrecursorTargetSuccessor
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K.CC 1Count to 100 by ones and by tens.M.EE.K.CC.1 Starting with one, count to 10 by ones. Attend to songs/chants/rhymes that rote count between 1-10.Starting with one, count to 3 by ones.Starting with one, count to 5 by ones.Starting with one, count to 10 by ones.
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K.CC 2Count forward beginning from a given number within the known sequence (instead of having to begin at 1).M.EE.K.CC.1
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K.CC 3Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects).Starting with one, count to 10 by ones
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K.CC 4Understand the relationship between numbers and quantities; connect counting to cardinality.M.EE.K.CC.4Demonstrate one-to-one correspondence, pairing each object with one and only one number and each number with one and only one object.Attend to songs/chants/rhymes rote counting between 1-10. Give one object to each person (e.g., pass out one paper to each peer, pass out one napkin to each person at the table, etc.).Identify written numerals 1-3, identify pictures of 1-3 objects/items. Manipulate groups of objects between 1-3.Attend to a demonstration of using 1:1 correspondence to match one number to each object and using the last number named to tell how many (between 1-3).Demonstrate 1:1 correspondence by matching one number (verbally, with number cards, on a number line, etc.) with each object and using the last number named to tell how many (between 1-3).
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K.CC 4 aWhen 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.		M.EE.K.CC.4.
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K.CC 4 bUnderstand 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.M.EE.K.CC.4
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K.CC 4 cUnderstand that each successive number name refers to a quantity that is one larger.M.EE.K.CC.4
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K.CC 5Count 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 1–20, count out that many objects.M.EE.K.CC.5Count out up to three objects from a larger set, pairing each object with one and only one number name to tell how many. Attend to songs/chants/rhymes rote counting 1-10. Interact with groups of objects 1-3. Attend to a demonstration of counting to tell how many in the group.Identify how many objects in a group given the group size is between 1-3.Attend to a demonstration of counting out 3 objects from a larger set.From a larger set of objects- count out 3 objects, pairing one number with each object.
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K.CC 6Identify 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.1M.EE.K.CC.6Identify whether the number of objects in one group is more or less than (when the quantities are clearly different) or equal to the number of objects in another group. Interact with groups of objects of various amounts (more/less/equal).Move objects between groups to make one group bigger/smaller/more/less.Attend to a demonstration of identifying a group as more/less given clearly dissimilar amount. Attend to a demonstration of identifying two groups as equal when objects are the same amount (e.g., match items from one group one by one to items of the other group and see that it is the same).Given 2 clearly dissimilar groups, identify which group has more/less. Identify a group as equal when equal number of objects are present.
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K.OA 1Represent addition and subtraction with objects, fingers, mental images, drawings,2 sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.M.EE.K.OA.1Represent addition as “putting together” or subtraction as “taking from” in everyday activities. Interact with a variety of objects- put objects together and take objects away.When requested- give more, when requested- take an object away.Attend to a demonstration of putting objects together to make more and taking objects away to make less.Put objects together to make more, take objects away to make less (e.g., add plates to the table when more students arrive OR take plates away from table when there are extras).
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K.OA 2Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
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K.OA 3Decompose 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).
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K.OA 4For 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.
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K.OA 5Fluently add and subtract within 5.
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K.NBT 1Compose 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.
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K.MD 1Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.M.EE.K.MD.1 Classify objects according to attributes (big/small, heavy/light). Interact with objects of various sizes and weights.Attend to teacher communication of the words big/small, heavy/light when interacting with objects.Attend to a demonstration of identifying an object as big/small, heavy/light.Interact with an objects and classify it as big/small, heavy/light.
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K.MD 2Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.M.EE.K.MD.2
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K.MD 3Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.3M.EE.K.MD.3
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K.G 1Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
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K.G 2Correctly name shapes regardless of their orientations or overall size.M.EE.K.G.2Match shapes of same size and orientation (circle, square, rectangle, triangle).Interact with a variety of shapes. Attend to teacher modeling the language to describe each shape.Identify a circle, square, rectangle, and triangle.Attend to a demonstration of matching shapes by size. Attend to a demonstration of matching the same orientation of a shape. Manipulate shapes around to be of various orientations.Match shapes by size. Match shapes of the same orientation.
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K.G 3Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).M.EE.K.G.3
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K.G 4Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
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K.G 5Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
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K.G 6Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”
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1.OA 1Use 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.M.EE.1.OA.aRepresent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), or acting out situations.Put objects togehter to make more, take objects away to make less.Idenitfy numbers 0-5. Use 1:1 correspondence to represent each number with objects or drawings.Idenitfy numbers 0-10. Use 1:1 correspondence to represent each number with objects or drawings. Identify +, -, and = symbols. Attend to a demonstration of representing an addition and subtraction problem with objects or drawings.Use objects, drawings, sounds, etc. to represent an addition or subtraction problem when presented with a simple addition or subtraction problem with numbers.
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1.OA 2Solve 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.M.EE.1.OA.2Use “putting together” to solve problems with two sets.Interact with a variety of objects by putting them together or moving apart.Put objects together to make more when asked, move objects into different groups or sets.Attend to a demonstration of putting two sets of objects together and counting to tell how many. Put two sets of objects together and count to tell how many.
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1.OA 3Apply properties of operations as strategies to add and subtract.3 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
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1.OA 4Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
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1.OA 5Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).M.EE.1.OA.5.aUse manipulatives or visual representations to indicate the number that results when adding one more.Interact with objects by moving them into different amounts/groups. Attend to a demonstration of using 1:1 correspondence to count how many. Identify one object or a drawing of 1. Use 1:1 correspondence to create a group of objects or draw a picture that represents the amount 0-10. Attend to a demonstration of drawing or creating a group of objects that represents the number when adding one more.Draw a picture of the number that results when adding 1 more (or make a group of objects with the number that results when adding 1 more).
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1.OA 6Add 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).
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1.OA 7Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
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1.OA 8Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 =  – 3, 6 + 6 = .
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1.NBT 1Count 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.M.EE.1.NBT.1.a

M.EE.1.NBT.1.b		Count by ones to 30.

Count as many as 10
objects and represent the quantity with the
corresponding numeral.		Attend to songs, chants, demonstrations of counting by ones up to 30 (e.g., teacher sings number chant while pointing to each number on the number line).

Interact with groups of objects 1-10. Attend to a demonstration of using 1:1 correspondence to count how many objects in a group of 1-10. 		Count by ones to 10 either verbally or with appropriate communication tools (e.g., a number line).

Use 1:1 correspondence to count how many objects in a group of 1-10 objects.		Count by ones to 20 either verbally or with appropriate communication tools (e.g., a number line).

Identify written numerals 0-10. Attend to a demonstration of counting objects in a group and finding the corresponding written numeral from a choice of 4 numerals.		Count by ones to 30 either verbally or with appropriate communication tools (e.g., number line).

When given a group of objects 0-10, count the objects and find the corresponding numeral that represents that amount (e.g., when given a group of 5 objects, count the 5 objects and find the written numeral 5 from a choice of 4 numerals).
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1.NBT 2Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones—called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).M.EE.1.NBT.2Create sets of 10.Interact with groups of 10 objects. Move the objects into different sets. Attend to a demonstration of using 1:1 correspondence to count 10 objects in a group.Count by ones to 10. Use 1:1 correspondence to count 10 objects in a group.Attend to a demonstration of creating a set of 10 from a group of objects (where the group of objects is more than 10). When given a group of more than 10 objects, create a set of 10.
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1.NBT 3Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.M.EE.1.NBT.3Compare two groups of 10 or fewer items when the number of items in each group is similar.Interact with groups of objects of various amounts. Attend to a demonstration of identifying more/less of two dissimilar groups.Idenitfy which group has more/less when the size of the group is dissimilar (e.g., compare group of 1 to group of 7 and visually identify the group of 7 as more). Attend to a demonsration of using 1:1 correspondence to tell how many in a group of no more than 10 objects.Use 1:1 correspondence to count how many objects in two groups (no more than 10 in each group). Attend to a demonstration of counting the number of items in each group of similar size and finding the group that has more/less.Compare two groups of items (no more than 10 items in each group) of similar size and identify which group has more/less (e.g., compare one group of 5 items, and one group of 7 items and identify 7 as more).
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1.NBT 4Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relation- ship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.M.EE.1.NBT.4Compose numbers less than or equal to five in more than one way.Interact with groups of objects 1-5. Attend to a demonstration of using 1:1 correspondence to count to tell how many objects in the group.Use 1:1 correspondence to count to tell how many objects in a group 1-5. Identify written numerals 1-5. When given two groups of objects, put objects together to make more (given total is no more than 5).Attend to a demonstration of representing a number 1-5 by putting objects together in different ways (e.g., teacher puts 2 toy cars out, then another 2 toy cars out and puts them together to reperesent 4, teacher repeats this with 1 and 3 cars).When given a written numeral, use objects or drawings to compose numbers 1-5 in more than one way (e.g., puts group of 1 toy car and 4 toy cars together to represent 5, then does the same with 2 and 3 cars).
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1.NBT 5Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
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1.NBT 6Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (positive or zero differences), 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. Measurement and Data 1M.EE.1.NBT.6Decompose numbers less than or equal to five in more than one way.Interact with groups of objects 1-5. Attend to a demonstration of using 1:1 correspondence to count to tell how many objects in the group.Use 1:1 correspondence to count to tell how many objects in a group 1-5. Identify written numerals 1-5. When given a group of objects 1-5- move the objects around in different ways/groupings.Attend to a demonstration of representing a number 1-5 by pulling apart a group of objects in more than one way (e.g., teacher puts 2 toy cars on one side of the desk and 2 toy cars on the other side of the desk to represent 4, then drives one car over to represent 4 as 1 car and 3 cars).When given a written numeral, use objects or drawings to decompose numbers 1-5 in more than one way (e.g., put 1 toy car and 4 toy cars in groups to represent 5, then move one car over to show 2 cars and 3 cars also make 5).
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1.MD 1Order three objects by length; compare the lengths of two objects indirectly by using a third object.M.EE.1.MD.1Compare lengths to identify which is longer/shorter, taller/shorter.Interact with objects of various lengths and heights.Interact with objects of dissimilar length/height and attend to vocabulary being used to describe each- long/short, tall/short.Attend to a demonstration of putting two objects together and comparing which is longer/shorter, taller/shorter.Compare two objects and identify which one is longer/shorter, taller/shorter.
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1.MD 2Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.M.EE.1.MD.2Compare lengths to identify which is longer/shorter, taller/shorter.
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1.MD 3Tell and write time in hours and half-hours using analog and digital clocks.M.EE.1.MD.3.a
Demonstrate an understanding of the terms tomorrow, yesterday, and today.
Attend to songs/chants/rhymes about the days of the week. Attend to teacher using communication board with days of the week during song/chant/rhyme.Identify today after teacher demonstration. Idenitfy the time of day as morning or afternoon. Identify the activity that comes next in the daily classroom schedule.Identify today. Attend to a demonstration of identifying yesterday and tomorrow. Demonstrate an understanding of the terms tomorrow, yesterday, and today by identifying the day of the week that corresponds with each term.
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1.MD 3Tell and write time in hours and half-hours using analog and digital clocks.M.EE.1.MD.3.b
Demonstrate an understanding of the terms morning, afternoon, day, and night.
Follow classroom routine of activities done in morning/afternoon. Listen to stories/songs/chants about activities done in morning/afternoon/night.Idenitfy the time of day as morning or afternoon. Attend to a demonstration of sorting activities by morning/afternoon/night. Demonstrate an understanding of morning, afternoon, and night by sorting activities done at each time of day (e.g., sleep at night, identify an activity done in the morning and afternoon at school, etc.).
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1.MD 3Tell and write time in hours and half-hours using analog and digital clocks.M.EE.1.MD.3c
Identify activities that come before, next, and after.
Attend to preview of class schedule for the day.Identify the activity that comes next in the daily classroom schedule.Attend to a demonstration of looking at the classroom schedule and identifying what comes before, next, and after.Identify activities that come before, next, and after by answering questions about the class daily schedule.
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1.MD.3Tell and write time in hours and half-hours using analog and digital clocks.
M.EE.1.MD.3.d		Demonstrate an understanding that telling time is the same every day.
Follow daily schedule as teacher refers back to it across the day.Attend to a demonstration of identifying an activity that is done everyday at school (e.g., morning meeting, snack, etc.).

Identify an activity that is done everyday at school (e.g., morning meeting, snack, etc.).Demonstrate an understanding that telling time is the same every day by identifying routine activities done in morning/afternoon/night for both yesterday, today, and tomorrow.
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1.MD 4Organize, 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.M.EE.1.MD.4Organize data into categories by sorting.Interact with objects of various size/shape/color, etc. Attend to a demonstration of sorting the group of objects by color/shape/size, etc.Sort a group of objects by a designated cateogory- size, shape, color, etc. (e.g., teacher says, "Sort the toy cars by color").Attend to a demonstration of deciding how to sort a set of data (e.g., a group of objects like the class set of toy cars) by size/shape/color, etc.Organize data (e.g., a group of objects) by determining to sort size/shape/color, etc.
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1.G 1Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.M.EE.1.G.2Identify the relative position of objects that are on, off, in, and out.Interact with a variety of real world objects- put objects on/off a shelf, counter, tray etc. Put objects in/out of containers, bag, box, etc.Attend to teacher communicating the words on/off/in/out as student interacts with objects.Attend to a demonstration of identifying an object as on/off/in/out. Communicate to the teacher to put an object on/off/in/out in an errorless format (e.g., from choice of 4 icons student chooses on, teacher flips the box over and puts the object on the box).Identify the relative position of objects as on/off/in/out OR put objects in the relative position based on teacher request (e.g., put the book in the bag).
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1.G 2Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) 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.M.EE.1.G.Sort shapes of same size and orientation (circle, square, rectangle, triangle).Interact with a variety of shapes. Attend to teacher modeling the language to describe each shape.Identify a circle, square, rectangle, and triangle.Attend to a demonstration of sorting shapes by size. Attend to a demonstration of sorting the same orientation of a shape. Manipulate shapes around to be of various orientations.Sort shapes by size. Sort shapes of the same orientation.
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1.G 3Partition 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.M.EE.1.G.3Put together two pieces to make a shape that relates to the whole (i.e., two semicircles to make a circle, two squares to make a rectangle).Interact with a variety of objects in different shapes. Interact with a variety of objects that can be put together to make a whole (e.g., toy cake that pulls apart into slices).Identify circle, square, triangle, and rectangle. Make one cut through a shape in any size. Attend to a demonstration of cutting a shape in half. Attend to a demonstration of putting two half pieces of a shape together.From an array of half shapes, put two pieces together to make a whole (e.g., two semi-circles to make a circle).
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2.OA 1Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
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2.OA 2Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.
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2.OA 3Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.M.EE.2.OA.3Equally distribute even numbers of objects between two groups.Interact with/manipulate various real world objects in different groups.Move objects into two groups. Identify which group has more/less.Count to tell how many are in two groups- tell which one has more/less/same. Attend to a demonstration of putting an equal number of objects in two groups.Put an equal number of objects in two groups.
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2.OA 4Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addendsM.EE.2.OA.4Use addition to find the total number of objects arranged within equal groups up to a total of 10.Move objects together to make more.Move objects together and count to tell how many up to 5.Move objects together and count to tell how many up to 10. Attend to a demonstration of counting how many objects all together in equal groups up to a total of 10.When given groups of equal objects count to tell how many (up to 10).
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2.NBT 1Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens—called a “hundred.” b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).M.EE.2.NBT.1Represent numbers up to 30 with sets of tens and ones using objects in columns or arrays.Put objects together, take objects away. Attend to a demonstration of arranging objects in columns or rows.Put objects together and count to tell how many. Take objects away and count to tell how many. Arrange objects in columns or rows.Create a set of 10 objects. Attend to a demonstration of arranging objects by sets of 10's and 1's in columns or rows up to 30.When given a group of objects up to 30, create sets of 10's and 1's and arrange these objects in columns or rows.
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2.NBT 2Count within 1000; skip-count by 2s, 5s, 10s, and 100s. M.EE.2.NBT.2Count from 1 to 30 (count
with meaning; cardinality).		Attend to demonstration/song/etc. of rote counting within a range of 1-20.Rote count from 1-10.Rote count from 1-20.Rote count from 1-30.
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2.NBT 3Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.M.EE.2.NBT.3Identify numerals 1 to 30.Identify a numeral vs. a non-numeral.Identify numerals 1-10.Identify numerals 1-20.Identify numerals 1-30.
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2.NBT 4Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.M.EE.2.NBT.4Compare sets of objects and numbers using appropriate vocabulary (more, less, equal).Interact with sets of objects of various amounts.Identify which group of objects has more/less. Attend to a demonstration of counting to tell how many objects in a group and identying the group as more/less/equal.Count to tell how many objects in a grouap and identify which group of objects has more/less/equal.
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2.NBT 5Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.M.EE.2.NBT.5.aIdentify the meaning of the “+” sign (i.e., combine, plus, add), “–” sign (i.e., separate, subtract, take), and the “=” sign (equal).

Interact with a group of 10 objects. Move the objects to different groupingsAttend to demonstration of putting objects together when shown + and taking objects away when shown Identify + as add, combine and - as subtract, take away by manipulating objects appropriately. Attend to a demonstration of making an equation from the objects and symbols with the equal sign included and named (teacher demonstrates writing 2+3=5 to show 2 objects combined with 3 objects equals- or is the same as- 5).Identify + as add, combine; - as subtract, take away; = as equal (e.g., when asked, "Which symbol means combine? Student identifes + from a choice of three).
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2.NBT 5Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.M.EE.2.NBT.5.bUsing concrete examples, compose and decompose numbers up to 10 in more than one way.Interact with a group of 10 objects. Move the objects to different groupingsMove a set of 10 objects into different groupings. Count to tell how many in each grouping.Attend to a demonstration of moving objects to different groupings, idnetifying how many in each group, and how many all together.Move a set of 10 objects into different groupings and identify the number in each group and how many all together.

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2.NBT 6Add up to four two-digit numbers using strategies based on place value and properties of operations.M.EE.2.NBT.6Use objects, representations, and numbers (0–20) to add and subtract.Attend to/interact with different size groups of objects.Put objects together to make more, take objects away to make less.Count to tell how many objects in each group. Attend to a demonstration of writing the numbers and action into an equation. Attend to a demonstration of solving an equation using objects.Solve an addition or subtratcion problem within 20 using objects.
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2.NBT 7Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.M.EE.2.NBT.7Use objects, representations, and numbers (0–20) to add and subtract.
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2.NBT 7.1
Use estimation strategies to make reasonable estimates in problem solving.
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2.NBT 8Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
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2.NBT 9Explain why addition and subtraction strategies work, using place value and the properties of operations
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2.MD 1Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.M.EE.2.MD.1Measure the length of objects using non-standard units.Interact with objects of various lengths.Identify an object as long/short.Attend to a demonstration of using different tools/strategies to measure an object (e.g., lining up blocks and counting how many blocks, lining up paper clips, etc.).From a choice of 3, pick the tool to measure the length of an object. Measure the object using that tool (e.g., blocks, paper clips, etc.).
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2.MD 2Measure 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.
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2.MD 3Estimate lengths using units of inches, feet, centimeters, and metersM.EE.2.MD.3Order by length using non-standard units.Interact with objects of various lengths.Identify an object as long/short.Attend to a demonstration of comparing and ordering a set of objects according to length.When given a set of 3 objects- order them by length.
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2.MD 4Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.M.EE.2.MD.4
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2.MD 5Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.M.EE.2.MD.5Increase or decrease length by adding or subtracting unit(s).Interact with objects of various lenghts.Identify an object as long/short.Attend to a demonstration of increasing the length or decreasing the length by adding/subtracting units (e.g., add linking cubes to make a longer chain).Increase or decrease an object's length by adding or subtracting units (e.g., teacher asks to make the line longer so student adds more toy cars).
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2.MD 6Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, . . . , and represent whole-number sums and differences within 100 on a number line diagram.M.EE.2.MD.6Use a number line to add one more unit of length.Interact with objects of various lenghts.Identify an object as long/short.Attend to a demonstration of lining up an object to a number line and adding one more unit of length.When asked, add one more unit of length- using a number line.
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2.MD 7Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year).M.EE.2.MD.7Identify on a digital clock the hour that matches a routine activity.Respond to activities across the day (e.g., eat when hungry, sleep when tired, etc.).Identify routine activities done in morning/afternoon/night (e.g., eat breakfast in the morning). Identify a digital clock vs. a non-clock.Attend to a demonstration of matching a digital clock to the hour that matches a routine activity (e.g., 12:00- eat lunch).Match an hour on the digital clock to a routine activity.
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2.MD 8Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?M.EE.2.MD.8Recognize that money has value.Give objects to teacher/peer.Interact with various bills/coins.Attend to a demonstration of giving money and receiving an item in exchange.Exchange money for an item (e.g., exchange toy money for an item in the school store).
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2.MD 9Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.M.EE.2.MD.9Create picture graphs from collected measurement data.Sort objects by color, size, shape, etc.Sort objects by color, size, shape, etc. Count how many are in each group and attend to demonstration of arranging in rows/columns.Sort objects and arrange in rows/columns. Count how many objects are in each group. Attend to demonstration of drawing a picture graph from collected data.Create a graph from a sorted set of objects.
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2.MD 10Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems4 using information presented in a bar graph.M.EE.2.MD.10
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2.G 1Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal
faces.5
Identify triangles, quadrilaterals, pentagons, hexagons, and cube		M.EE.2.G.1Identify common twodimensional shapes: square, circle, triangle, and rectangle.Interact with objects of different shapes.Identify real world objects as circle or square. Attend to two dimensional representations of these shapes.Identify real world objects as cricle, square, trianble, or recatngle. Attend to two dimensional representations of these shapes.When shown a picture of a shape, identify as circle, square, triangle or rectangle.
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2.G 2Partition a rectangle into rows and columns of same-size squares and count to find the total number of them
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2.G 3Partition 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, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
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3. OA 1Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7M.EE.3.OA.1Use repeated addition to find the total number of objects and determine the sum.Put objects together to make more.Put objects together to make more and count the objects to tell how many.Idenitfy the symbols add and equal. Attend to vocabulary being used to determine the sum. Solve simple addition problems by counting to tell how many objects in all.Use repeated addition to solve for the sum by putting objects together and counting to tell how many.
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3.OA 1Interpret whole-number 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. For example, describe a context in which a number of shares or a number of groups can be expressed as 56÷8.M.EE.3.OA.1
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3.OA 2Use 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 problemM.EE.3.OA.2
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3.OA 4Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 =  ÷ 3, 6 × 6 = ?M.EE.3.OA.4Solve addition and subtraction problems when result is unknown, limited to operands and results within 20.Put objects together to make more. Take objects away to make less.Identify the symbols add, subtract, and equals.Attend to a demonstration of solving an addition or subtraction problem within 20- using a calculator or objects to solve.Use a calculator and/or objects to solve an addition or subtraction problem within 20.
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3.OA 5Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
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3.OA 6Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
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3.OA 7Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers
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3.OA 8Solve two-step 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 roundingM.EE.3.OA.8Solve one-step real-world problems using addition or subtraction within 20.Put objects together to make more. Take objects away to make less.Identify the symbols add, subtract, and equals.Attend to a demonstration of constructing an equation from a real world addition or subtraction problem and using a calculator or objects to solve.Construct an equation from a real world addition or subtraction problem and use a calculator and/or real world objects to solve.
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3.OA 9Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addendsM.EE.3.OA.9Identify arithmetic patternsIdentify a number vs. a non-number.Rote count to 10. Identify and sequence numbers 1-10.Attend to a demonstration of skip counting by 2. Attend to a demonstration of identifying the pattern as add 1 or add 2 and finding the next number. Identify a pattern of add 1 or add 2 as the pattern and determine the next number in the sequence.
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3.NBT 1Use place value understanding to round whole numbers to the nearest 10 or 100M.EE.3.NBT.1Use decade numbers (10, 20, 30) as benchmarks to demonstrate understanding of place value for numbers 0–30.Separate groups of objects into different amounts. Attend to a demonstration of rote counting the objects in each group.Identify numbers 0-10. Attend to a demonstration of putting a group of objects into a group of 10. Attend to a demonstration of putting a set of objects into a group of 10 and 1's.Put objects together into groups of 10. Separate a group of objects into a group of 10's and 1's (e.g., separate a group of 15 blocks into one group of 10 and 5 ones). Compare groups of objects to tell which one has more/less (greater than/less than).Use a decade number to determine whether another number is more/less/equal to (greater than, less, than, or equal to) the number (e.g., is 13 greater than or less than 10? Is 27 greater than or less than 20?)
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3.NBT 2Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtractionM.EE.3.NBT.2Demonstrate understanding of place value to tens.Separate groups of objects into different amounts. Put objects together into different amounts. Attend to a demonstration of rote counting the objects in each group.Identify numbers 0-10. Attend to a demonstration of putting a group of objects into a group of 10. Attend to a demonstration of putting a set of objects into a group of 10 and 1's.Identify numbers 0-30. Put objects into groups of 10's and 1's. Attend to a demonstration of identifying the tens in a two digit number and how many groups of 10 that number tells us (e.g., 30- is 3 groups of 10).Identify the 10's place in a two digit number. Identify how many 10's are in the two digit number (e.g., there are two groups of 10 in 20).
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3.NBT 3Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.M.EE.3.NBT.3Count by tens using models such as objects, base ten blocks, or money.Manipulate groups of 10 objects. Attend to demonstration of counting to tell how many (10).Identify and order numbers 0-20. Put groups of objects together into groups of 10's. Attend to a demonstration of skip counting by 10's to tell how many using a hundreds chart, base 10 blocks, or money.Skip count by 10 using a hundreds chart, groups of base ten blocks, or money.
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3.NBT 4Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations
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3.NF 1Understand 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 of size 1/bM.EE.3.NF.1Differentiate a fractional part from a whole.Interact with a whole object. Interact with fractional parts of that object (1/2 or 1/4).Attend to a demonstration of cutting a whole object in halves or quarters.Identify the whole of an object as bigger or more than fractional part of the object. Attend to the vocabulary whole and fractional part.From two objects pick the one that represents the whole and the one that represents the fractional part.
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3.NF 2Understand a fraction as a number on the number line; represent fractions on a number line diagramM.EE.3.NF.2Differentiate a fractional part from a whole.Interact with a whole object. Interact with fractional parts of that object (1/2 or 1/4).Attend to a demonstration of cutting a whole object in halves or quarters.Identify the whole of an object as bigger or more than fractional part of the object. Attend to the vocabulary whole and fractional part.From two objects pick the one that represents the whole and the one that represents the fractional part.
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3.NF 2 aRepresent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.M.EE.3.NF.2aDifferentiate a fractional part from a whole.Interact with a whole object. Interact with fractional parts of that object (1/2 or 1/4).Attend to a demonstration of cutting a whole object in halves or quarters.Identify the whole of an object as bigger or more than fractional part of the object. Attend to the vocabulary whole and fractional part.From two objects pick the one that represents the whole and the one that represents the fractional part.
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3.NF 2 bRepresent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting
interval has size a/b and that its endpoint locates the number a/b on the number line		M.EE.3.NF.2bDifferentiate a fractional part from a whole.Interact with a whole object. Interact with fractional parts of that object (1/2 or 1/4).Attend to a demonstration of cutting a whole object in halves or quarters.Identify the whole of an object as bigger or more than fractional part of the object. Attend to the vocabulary whole and fractional part.From two objects pick the one that represents the whole and the one that represents the fractional part.
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3.NF 3Explain equivalence of fractions in special cases, and compare fractions by reasoning about their sizeM.EE.3.NF.3Differentiate a fractional part from a whole.Interact with a whole object. Interact with fractional parts of that object (1/2 or 1/4).Attend to a demonstration of cutting a whole object in halves or quarters.Identify the whole of an object as bigger or more than fractional part of the object. Attend to the vocabulary whole and fractional part.From two objects pick the one that represents the whole and the one that represents the fractional part.
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3.NF 3aUnderstand two fractions as equivalent (equal) if they are the same size, or the same point on a number lineM.EE.3.NF.3aDifferentiate a fractional part from a whole.Interact with a whole object. Interact with fractional parts of that object (1/2 or 1/4).Attend to a demonstration of cutting a whole object in halves or quarters.Identify the whole of an object as bigger or more than fractional part of the object. Attend to the vocabulary whole and fractional part.From two objects pick the one that represents the whole and the one that represents the fractional part.
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3.NF 3bRecognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction modelM.EE.3.NF.3bDifferentiate a fractional part from a whole.Interact with a whole object. Interact with fractional parts of that object (1/2 or 1/4).Attend to a demonstration of cutting a whole object in halves or quarters.Identify the whole of an object as bigger or more than fractional part of the object. Attend to the vocabulary whole and fractional part.From two objects pick the one that represents the whole and the one that represents the fractional part.
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3.NF 3cExpress whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagramM.EE.3.NF.3dDifferentiate a fractional part from a whole.Interact with a whole object. Interact with fractional parts of that object (1/2 or 1/4).Attend to a demonstration of cutting a whole object in halves or quarters.Identify the whole of an object as bigger or more than fractional part of the object. Attend to the vocabulary whole and fractional part.From two objects pick the one that represents the whole and the one that represents the fractional part.
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3.NF 3dCompare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction modelM.EE.3.NF.3cDifferentiate a fractional part from a whole.Interact with a whole object. Interact with fractional parts of that object (1/2 or 1/4).Attend to a demonstration of cutting a whole object in halves or quarters.Identify the whole of an object as bigger or more than fractional part of the object. Attend to the vocabulary whole and fractional part.From two objects pick the one that represents the whole and the one that represents the fractional part.
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3.MD 1Tell 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.M.EE.3.MD.1Tell time to the hour on a digital clock.Attend to morning/afternoon/night and demonstrate understanding of different activities done at each time of day (e.g., eat breakfast, go to sleep, etc.).Identify a clock from a non-clock. Sort activities by morning/afternoon/night. Identify numbers 0-12 and attend to a demonstration of using a digital clock to read time to the hour. Use a digital clock to read time to the hour.