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1 | Level | Course | Anchor Standards | Standard | Sub-Standard | SubSubStandard | Standard Code | Standards | IA | ||||||||||||||

2 | EL1 | MA | G | 01 | 00 | 0 | EL1-MA-G.01.00.0 | 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. | GEOMETRY - identify, classify, and compare geometric figures, describe geometric properties, patterns, and relationships | ||||||||||||||

3 | EL1 | MA | G | 02 | 00 | 0 | EL1-MA-G.02.00.0 | 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. | identify, classify, and compare geometric figures, describe geometric properties, patterns, and relationships | ||||||||||||||

4 | EL1 | MA | G | 03 | 00* | 0 | EL1-MA-G.03.00*.0 | Partition circles and rectangles into two, three, or 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 seperating into more equal shares creates smaller shares. | GEOMETRY - identify, classify, and compare geometric figures, describe geometric properties, patterns, and relationships | ||||||||||||||

5 | EL1 | MA | MD | 01 | 00 | 0 | EL1-MA-MD.01.00.0 | Order three objects by length; compare the lengths of two objects indirectly by using a third object. | MEASUREMENT - identify and use appropriate units of measurement and measurement tools, estimate measurement with appropriate decision | ||||||||||||||

6 | EL1 | MA | MD | 01 | A | 0 | EL1-MA-MD.01.A.0 | 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. | measure length and distance, time, temperature, weight, mass, and volume, identify and use appropriate units of measurement and measurement tools | ||||||||||||||

7 | EL1 | MA | MD | 02 | 00* | 0 | EL1-MA-MD.02.00*.0 | Tell and write time in hours and half-hours using analog and digital clocks. | Measurement- measure length and distance, time, temperature, weight, mass, and volume | ||||||||||||||

8 | EL1 | MA | MD | 03 | 00 | 0 | EL1-MA-MD.03.00.0 | 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. | DATA ANALYSIS, PROBABILITY, & STATISTICS - interpret data and make predictions | ||||||||||||||

9 | EL1 | MA | MD | 04 | 00* | 0 | EL1-MA-MD.04.00*.0 | Identify the values of pennies, nickels, dimes, quarters, and $1 bill and know their comparative values. (e.g. a dime is of greater value than a nickel). Find equivalent values (e.g. a nickel is equivalent to 5 pennies). Use appropriate notation (e.g. 69¢). Use the values of coins in the solutions of problems. | Not tested | ||||||||||||||

10 | EL1 | MA | NBT | 01 | 00* | 0 | EL1-MA-NBT.01.00*.0 | 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. | NUMBER SENSE & OPERATIONS - represent, compare, and order numbers | ||||||||||||||

11 | EL1 | MA | NBT | 02 | 00* | 0 | EL1-MA-NBT.02.00*.0 | Count within 100; skip-count by 2's, 5's, and 10's. | ALGEBRAIC PATTERNS & CONNECTIONS - explore numerical patterns | ||||||||||||||

12 | EL1 | MA | NBT | 03 | 00* | 0 | EL1-MA-NBT.03.00*.0 | Understand that the two digits of a two-digit number represent amounts of tens and ones. | NUMBER SENSE & OPERATIONS - represent, compare, and order numbers, estimate and round real numbers, describe and apply properties of numbers | ||||||||||||||

13 | EL1 | MA | NBT | 03 | A | 0 | EL1-MA-NBT.03.A.0 | 10 can be thought of as a bundle of ten ones — called a “ten.” | NUMBER SENSE & OPERATIONS - describe and apply properties of numbers | ||||||||||||||

14 | EL1 | MA | NBT | 03 | B | 0 | EL1-MA-NBT.03.B.0 | The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. | NUMBER SENSE & OPERATIONS - describe and apply properties of numbers | ||||||||||||||

15 | EL1 | MA | NBT | 03 | C | 0 | EL1-MA-NBT.03.C.0 | 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). | NUMBER SENSE & OPERATIONS - describe and apply properties of numbers | ||||||||||||||

16 | EL1 | MA | NBT | 03 | D | 0 | EL1-MA-NBT.03.D.0 | Use ordinal numbers to show numeric order up to 10. | Number sense & Operations-represent, compare, and order numbers | ||||||||||||||

17 | EL1 | MA | NBT | 03 | E | 0 | EL1-MA-NBT.03.E.0 | Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. | NUMBER SENSE & OPERATIONS - describe and apply properties of numbers | ||||||||||||||

18 | EL1 | MA | NBT | 04 | 00 | 0 | EL1-MA-NBT.04.00.0 | 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. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. | Number Sense and Operations-describe and apply properties of numbers, demonstrate ways of performing operations, add and subtract without regrouping, | ||||||||||||||

19 | EL1 | MA | NBT | 05 | 00* | 0 | EL1-MA-NBT.05.00*.0 | 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. | Number Sense and Operations-describe and apply properties of numbers, demonstrate ways of performing operations, add and subtract without regrouping, | ||||||||||||||

20 | EL1 | MA | NBT | 05 | A | 0 | EL1-MA-NBT.05.A.0 | Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. | ALGEBRAIC PATTERNS & CONNECTIONS - explore numerical patterns, add/subtract without regrouping | ||||||||||||||

21 | EL1 | MA | OA | 01 | 00* | 0 | EL1-MA-OA.01.00*.0 | 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 number to represent the problem. | COMPUTE WITH WHOLE NUMBERS - subtract without regrouping, add without regrouping; Algebraic Patterns-use expressions and equations to model situations | ||||||||||||||

22 | EL1 | MA | OA | 01 | A | 0 | EL1-MA-OA.01.A.0 | 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. | Compute with whole nunbers-add without and with regrouping; Algebra Patterns and ConnectionsSolve equations/inequalities | ||||||||||||||

23 | EL1 | MA | OA | 02 | 00 | 0 | EL1-MA-OA.02.00.0 | Apply properties of operations as strategies to add and subtract.2 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.) | Number Sense and Operations-describe and apply properties of numbers, demonstrate ways of performing operations, add and subtract with and without regrouping, solve equations and inequalities | ||||||||||||||

24 | EL1 | MA | OA | 02 | A | 0 | EL1-MA-OA.02.A.0 | Identify subtraction as an unknown-addend problem. (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). | Algebraic Patterns and Connections-solve equations | ||||||||||||||

25 | EL1 | MA | OA | 02 | B | 0 | EL1-MA-OA.02.B.0 | Understand counting to addition and subtraction (e.g., by counting on 2 to add 2). Create and extend number patterns using addition and subtraction (e.g. 1, 3, 5…., tell the next numbers in the pattern and why, also 10, 7, 4). | Algebraic Patterns and Connections-solve equations and inequalities, explore numberical patterns | ||||||||||||||

26 | EL1 | MA | OA | 02 | C | 0 | EL1-MA-OA.02.C.0 | 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). | COMPUTE WITH WHOLE NUMBERS - add and subtract with and without regrouping - NUMBER SENSE & OPERATIONS - represent, compare, and order numbers, describe and apply properties of numbers | ||||||||||||||

27 | EL1 | MA | OA | 02 | D | 0 | EL1-MA-OA.02.D.0 | Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. (e.g., which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). | Algebraic Patterns and Connections-solve equations and inequalities, use and interpret operational and relational symbols | ||||||||||||||

28 | EL1 | MA | OA | 02 | E | 0 | EL1-MA-OA.02.E.0 | Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. (e.g., determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _). | Algebraic Patterns and Connections-solve equations and inequalities |

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