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1 | Content Domain/Subheading | Content Statement (Standard) | Learning Target (I can statements) You can have multiple learning targets for one content statement. Put them all in the box. Use CTRL+ENTER to move to a second line within one box. | Month/Unit | EveryDay Math | Supplemental Resources Tips...to copy a URL for a website, click in the address bar and the whole site address will be highlighted, use CTRL+C to copy it and CTRL+V to paste it. | Assessment | Tier 3 Vocab (Content specific words) | ||||||||||||

2 | Numbers Operations Base 10/Extend the counting sequence. | 1. 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. | I can count to 120, starting at any number that is less than 120. I can read and write numbers up to 120. I can represent a number of ojbects with a written number. | Content Domain - Number and Operations in Base Ten numerals, one digit number, two-digit numbers, tens place, ones place, bundles of tens, longs, cubes, less than (symbol), greater than (symbol), equal to (=), place value, strategy(ies), mentally | ||||||||||||||||

3 | Numbers Operations Base 10/Understand place value. | 2. Understand 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). 3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. | I can identify numbers in the tens place. I can identify numbers in the ones place. I can compare two two-digit numbers with the symbols less than, greater than and equal to. | |||||||||||||||||

4 | 3. Compare two two-digit numbers based on
meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. | I can compare two-digit numbers by looking at the tens and ones digits. I can use >,<, and = to write down my comparison of two-digit numbers. | ||||||||||||||||||

5 | Numbers Operations Base 10/Use place value understanding and properties of operations to add and subtract. | 4. Add 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 relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. | I can count to 120, starting at any number that is less than 120. I can read and write numbers up to 120. I can represent a number of ojbects with a written number | |||||||||||||||||

6 | Numbers Operations Base 10/Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. | 5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. | I can mentally count by 10 when given a two-digit number. I can explain how I got my answer. | |||||||||||||||||

7 | Numbers Operations Base 10/Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. | 6. Subtract 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. | I can subtract multiples of 10 in the range of 10-90 using models and drawings. I can explain how I got my answers. | |||||||||||||||||

8 | Operations and Algebraic Thinking/Represent and solve problems involving addition and subtraction. | 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 2 number to represent the problem. | By using objects, drawings, and equations with a symbol for the unknown, I can add and subtract within 20 to solve word problems. | Content Domain - Operations and Algebraic Thinking addition, subtraction, comparing, unknown number, solve, word problems, whole numbers, symbols, commutative property of addition, associative property of addition, unknown-addend, skip counting, fluency, equivalent, equations, whole number | ||||||||||||||||

9 | Operations and Algebraic Thinking/Represent and solve problems involving addition and subtraction. | 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. | By using objects, drawings, and equations with a symbol for the unknown, I can solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20. | |||||||||||||||||

10 | Operations and Algebraic Thinking/Understand and apply properties of operations and the relationship between addition and subtraction. | 3. Apply properties of operations as strategies to add and subtract 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.) | I can apply properties of operations when adding and subtracting. | |||||||||||||||||

11 | Operations and Algebraic Thinking/Understand and apply properties of operations and the relationship between addition and subtraction. | 4. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. | I can explain how I got the answer to a subtraction problem. | |||||||||||||||||

12 | Operations and Algebraic Thinking/Add and subtract within 20. | 5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). | I can skip count by 2's when adding and subtracting. | |||||||||||||||||

13 | Operations and Algebraic Thinking/Add and subtract within 20. | 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). | I can add within 20 demonstrating fluency within 10. I can subtract within 20 demonstrating fluency within 10. I can use a variety of strategies for adding and subtracting. | |||||||||||||||||

14 | Operations and Algebraic Thinking/Work with addition and subtraction equations. | 7. Understand 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. | I can explain the meaning of the equal, addition and subtraction signs and give examples of each. I can figure out if an equation that involves adding and subtracting is true or false. | |||||||||||||||||

15 | Operations and Algebraic Thinking/Work with addition and subtraction equations. | 8. Determine the unknown number in a whole-number addition or subtraction equation. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ������ – 3, 6 + 6 = ������. | I can determine the unknown number in a whole-number additon or subtraction equation. | |||||||||||||||||

16 | Geometry/Reason with shapes and their attributes. | 1. Distinguish 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. | I can distinguish between defining attributes vs. non-defining attributes by building and drawing shapes to show differences. | Content Domaine - Geomentry defining attributes, non-defining attributes, two dimensional (retangles, squares, trapezoids, triangles, half-circles, quarter circles), three dimensional (cubes, right rectangular prisms, right circular cones, right circular cylinders), partition (divide), equal shares, whole, smaller shares, halves, fourths, quarters, half of, fourth of, quarter of, | ||||||||||||||||

17 | Geometry/Reason with shapes and their attributes. | 2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three- dimensional 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. | I can draw two or three dimensional shapes to create a new composite shape, and compose new shapes from the composite shape. | |||||||||||||||||

18 | Geometry/Reason with shapes and their attributes. | 3. 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. | I can divide circles and rectangles into two or four equal parts. I can show that I understand by using words such as, halves, fourths, quarters. I can use pharses like half of, fourth of, and quarter of when discussing objects. I can describe how to break down a whole into smaller, equal shares or how a whole is made up of smaller, equal shares. | halves, fourths, quarters, half of, fourth of, quarter of; whole; share; equal shares; smaller shares | ||||||||||||||||

19 | Measurement and Data/ Measure lengths indirectly and by iterating length units. | 1. Order three objects by length; compare the lengths of two objects indirectly by using a third object. | I can compare the length of three objects and place them in order. I can use a third object to compare the lengths of two other objects. | Content Domaine - Measurement and Data units, measure, lenghts, compare, lenght units, gaps, overlaps, hour, half-hour, analog, digital, data, interpret, organize, data points, category, more, less, object | ||||||||||||||||

20 | Measurement and Data/ Measure lengths indirectly and by iterating length units. | 2. Express 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. | I can order three objects by length. I can compare the lenghts of two objects indirectly by using a third object. | |||||||||||||||||

21 | Measurement and Data/Tell and write time. | 3. Tell and write time in hours and half-hours using analog and digital clocks. | I can tell time in hours and half-hours using analog and digital clocks. I can write time in hours and half-hours. | 2.05; 2.06; 3.07; 4.08 | ||||||||||||||||

22 | Measurement and Data/Represent and interpret data. | 4. 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. | I can organize and complete a graph/chart for and interpret data collected in up to three categories. I can answer and ask questions about graph including total number of data points. I can explain each category - which has more or less and explain why. | |||||||||||||||||

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