Students will:

• Sort and group objects based on one or two characteristics, like size, shape, color, or thickness (for example, sort objects that are both red and thick).
• Describe and label the characteristics of a group of objects that have been sorted.
• Ask questions based on a given situation that require collecting small amounts of data (up to 25 points in no more than four categories).
• Figure out what information is needed to answer a question and gather this information by counting objects, drawing pictures, or tallying.
• Organize and represent the collected data.
• Identify different tools to measure time, including clocks (analog and digital) and calendars.
• Find specific days or dates on a calendar (for example, "What date is Saturday?" or "How many Fridays are in October?").
• Use ordinal numbers (first through tenth) to describe the position of specific days or dates (for example, "What is the first Monday in October?" or "What day of the week is May 6th?").
• Determine the day or date before and after a given day or date (for example, "Today is the 8th, so what was yesterday?"), and find a date that is a specific number of days or weeks in the past or future (for example, "Tim’s birthday is in 10 days, what will be the date of his birthday?").

Students will:

• Count out loud by ones from any number between 0 and 120.
• Count backward out loud by ones from any number between 1 and 30.
• Show forward counting patterns by counting in groups of 5 and groups of 10 up to 120 using different tools (like objects, coins, or a 120 chart).
• Read and write numbers from 0 to 120 in order and out of order.
• Guess the number of objects (up to 120) in a group and explain why the guess makes sense.
• Show a number using tens and ones with objects or pictures and write the matching number up to 120 (for example, 47 can be shown as 47 ones or as 4 tens and 7 ones).
• Compare two numbers between 0 and 120 using pictures or objects and describe them as greater than, less than, or equal to.
• Arrange three sets of objects (each set having up to 120 objects) from least to greatest and greatest to least.

Students will:

• Recognize and describe part-part-whole relationships for numbers up to 10 in different ways.
• Add and subtract fluently within 10 by using strategies like counting on/counting back, one more/one less, doubles, and making ten.
• Quickly recall addition and subtraction facts within 10.
• Solve addition and subtraction problems within 20 using various strategies (like knowing that if 9 + 3 = 12, then 12 - 3 = 9; breaking down numbers into parts; or making a ten).
• Show, solve, and explain solutions to single-step addition and subtraction problems within 20 using words, objects, drawings, or numbers, including real-life situations.
• Find the missing number that results in a sum or difference of 10 or 20 (for example, 14 - __ = 10 or 15 + __ = 20).
• Identify and use (+) as the symbol for addition and (-) as the symbol for subtraction.
• Understand the equal sign (=) as a balance showing that both sides are the same (for example, 6 and 1 is the same as 4 and 3; 6 + 1 is balanced with 4 + 3; 6 + 1 = 4 + 3).
• Write an equation to represent the solution to a problem given orally, in writing, or in a picture.

Students will:

•   Describe triangles, squares, and rectangles using the terms sides, vertices (corners), and angles. Describe a circle using words like round and curved.
• Sort plane shapes based on their characteristics (like the number of sides, vertices, angles, or if they are curved).
• Draw and name a plane shape (circle, square, rectangle, triangle) when given information about the number of sides, vertices, and angles.
• Identify, name, and describe circles, squares, rectangles, and triangles in different positions and environments, and explain why.
• Recognize and name the right angles found in rectangles and squares.
• Make larger shapes by combining two or three simple shapes (triangles, squares, and/or rectangles).
• Sort and group objects based on one or two characteristics, like size, shape, color, or thickness (for example, sort objects that are both red and thick).
• Describe and label the characteristics of a group of objects that have been sorted.
• Ask questions based on a given situation that require collecting small amounts of data (up to 25 points in no more than four categories).
• Figure out what information is needed to answer a question and gather this information by counting objects, drawing pictures, or tallying.
• Organize and represent the collected data by sorting it using various methods (like tallying or T-charts).
• Show a data set (vertically or horizontally) using object graphs, picture graphs, and tables.
• Look at the data in object graphs, picture graphs, and tables to understand it better:
• Ask and answer questions about the data (like the total number of data points, how many are in each category, and how many more or less are in one category than another).
• Make conclusions and predictions based on what you see in the data.

Students will:

• Count out loud by ones from any number between 0 and 120.
• Count backward out loud by ones from any number between 1 and 30.
• Show forward counting patterns by counting in groups of 5 and groups of 10 up to 120 using different tools (like objects, coins, or a 120 chart).
• Show forward counting patterns by counting in groups of 2 up to at least 30 using different tools (like beaded number strings, number paths, or a 120 chart).
• Group a collection of up to 120 objects into tens and ones, and count to find the total (for example, 5 groups of ten and 6 ones is equal to 56 total objects).
• Identify a penny, nickel, and dime by their characteristics and describe the number of pennies equivalent to a nickel and a dime.
• Count by ones, fives, or tens to find the value of a collection of like coins (pennies, nickels, or dimes) with a total value of 100 cents or less.
• Read and write numbers from 0 to 120 in order and out of order.
• Guess the number of objects (up to 120) in a group and explain why the guess makes sense.
• Show a number using tens and ones with objects or pictures and write the matching number up to 120 (for example, 47 can be shown as 47 ones or as 4 tens and 7 ones).
• Describe the number of groups of tens and ones in a two-digit number and explain why.
• Compare two numbers between 0 and 120 using pictures or objects and describe them as greater than, less than, or equal to.
• Arrange three sets of objects (each set having up to 120 objects) from least to greatest and greatest to least.
• Use nonstandard units to measure:
  • The lengths of two objects (units laid end to end with no gaps or overlaps) and compare the measurements using the terms longer/shorter, taller/shorter, or the same as.
  • The weights of two objects (using a balance scale or a pan scale) and compare the measurements using the terms lighter, heavier, or the same as.
  • The volumes of two containers and compare the measurements using the terms more, less, or the same as.
•  Measure the length, weight, or volume of the same object or container with two different units and describe how and why the measurements are different.

Students will:

• Recognize and describe part-part-whole relationships for numbers up to 10 in different ways.
• Explore, recognize, and describe part-part-whole relationships for numbers up to 20 in different ways (like using beaded racks or double ten frames).
• Solve addition and subtraction problems within 20 using various strategies (like knowing that if 9 + 3 = 12, then 12 - 3 = 9; breaking down numbers into parts; or making a ten).
• Show, solve, and explain solutions to single-step addition and subtraction problems (joining, separating, and part-part-whole) within 20 using words, objects, drawings, or numbers, including real-life situations.

Students will:

• Describe triangles, squares, and rectangles using the terms sides, vertices (corners), and angles. Describe a circle using words like round and curved.
• Sort plane shapes based on their characteristics (like the number of sides, vertices, angles, or if they are curved).
• Draw and name a plane shape (circle, square, rectangle, triangle) when given information about the number of sides, vertices, and angles.
• Identify, name, and describe circles, squares, rectangles, and triangles in different positions and environments, and explain why.
• Recognize and name the right angles found in rectangles and squares.
• Make larger shapes by combining two or three simple shapes (triangles, squares, and/or rectangles).
• Sort and group objects based on one or two characteristics, like size, shape, color, or thickness (for example, sort objects that are both red and thick).
• Describe and label the characteristics of a group of objects that have been sorted.
• Ask questions based on a given situation that require collecting small amounts of data (up to 25 points in no more than four categories).
• Figure out what information is needed to answer a question and gather this information by counting objects, drawing pictures, or tallying.
• Organize and represent the collected data by sorting it using various methods (like tallying or T-charts).
• Show a data set (vertically or horizontally) using object graphs, picture graphs, and tables.
• Look at the data in object graphs, picture graphs, and tables to understand it better:
  • Ask and answer questions about the data (like the total number of data points, how many are in each category, and how many more or less are in one category than another).
  • Make conclusions and predictions based on what you see in the data.
• Show how to divide something into equal shares for two or four people when given a real-life problem.
• Show and name halves and fourths of a whole using different methods (like pie pieces, pattern blocks, paper folding, drawings) and with sets of objects (like eggs, marbles, counters) limited to two or four items.
• Describe and explain how the shares are equal pieces or equal parts of the whole (limited to halves and fourths) when given a real-life problem.
• Identify and describe repeating and increasing patterns.
• Look at a repeating or increasing pattern, figure out the change, and continue the pattern using objects, colors, movements, pictures, or geometric shapes.
• Create a repeating or increasing pattern using objects, pictures, movements, colors, or geometric shapes.
• Change a repeating or increasing pattern from one form to another.

Students will:

• Count out loud by ones from any number between 0 and 120.
• Count backward out loud by ones from any number between 1 and 30.
• Show forward counting patterns by counting in groups of 5 and groups of 10 up to 120 using different tools (like objects, coins, or a 120 chart).
• Show forward counting patterns by counting in groups of 2 up to at least 30 using different tools (like beaded number strings, number paths, or a 120 chart).
• Group a collection of up to 120 objects into tens and ones, and count to find the total (for example, 5 groups of ten and 6 ones is equal to 56 total objects).
• Identify a penny, nickel, and dime by their characteristics and describe the number of pennies equivalent to a nickel and a dime.
• Count by ones, fives, or tens to find the value of a collection of like coins (pennies, nickels, or dimes) with a total value of 100 cents or less.
• Read and write numbers from 0 to 120 in order and out of order.
• Guess the number of objects (up to 120) in a group and explain why the guess makes sense.
• Show a number using tens and ones with objects or pictures and write the matching number up to 120 (for example, 47 can be shown as 47 ones or as 4 tens and 7 ones).
• Describe the number of groups of tens and ones in a two-digit number and explain why.
• Compare two numbers between 0 and 120 using pictures or objects and describe them as greater than, less than, or equal to.
• Arrange three sets of objects (each set having up to 120 objects) from least to greatest and greatest to least.

Students will:

• Recognize and describe part-part-whole relationships for numbers up to 10 in different ways.
• Add and subtract fluently within 10 by using strategies like counting on/counting back, one more/one less, doubles, and making ten.
• Quickly recall addition and subtraction facts within 10.
• Explore, recognize, and describe part-part-whole relationships for numbers up to 20 in different ways (like using beaded racks or double ten frames).
• Solve addition and subtraction problems within 20 using various strategies (like knowing that if 9 + 3 = 12, then 12 - 3 = 9; breaking down numbers into parts; or making a ten).
• Show, solve, and explain solutions to single-step addition and subtraction problems (joining, separating, and part-part-whole) within 20 using words, objects, drawings, or numbers, including real-life situations.
• Find the missing number that results in a sum or difference of 10 or 20 (for example, 14 - __ = 10 or 15 + __ = 20).
• Identify and use (+) as the symbol for addition and (-) as the symbol for subtraction.
• Understand the equal sign (=) as a balance showing that both sides are the same (for example, 6 and 1 is the same as 4 and 3; 6 + 1 is balanced with 4 + 3; 6 + 1 = 4 + 3).
• Use objects to model, identify, and explain when two expressions are not equal (for example, 10 - 3 is not equal to 3 + 5).
• Use objects to model an equation that shows two expressions of equal value.
• Write an equation to represent the solution to a problem given orally, in writing, or in a picture.

Students will:

• Identify different tools to measure time, including clocks (analog and digital) and calendars.
• Describe the units of time on a clock as minutes and hours.
• Tell time to the hour and half-hour using analog and digital clocks.
• Describe where the hour hand is on an analog clock when showing time to the hour and half-hour.
• Describe where the minute hand is on an analog clock when showing time to the hour and half-hour.
• Match the time shown on a digital clock to the time on an analog clock to the hour and half-hour.
• Find specific days or dates on a calendar (for example, "What date is Saturday?" or "How many Fridays are in October?").
• Use ordinal numbers (first through tenth) to describe the position of specific days or dates (for example, "What is the first Monday in October?" or "What day of the week is May 6th?").
• Determine the day or date before and after a given day or date (for example, "Today is the 8th, so what was yesterday?"), and find a date that is a specific number of days or weeks in the past or future (for example, "Tim’s birthday is in 10 days, what will be the date of his birthday?").