MA.1.AR.2.1: Restate a subtraction problem as a missing addend problem using the relationship between addition and subtraction.85–88 4 31–34 35–38 181–184 185–189 217–220
MA.1.AR.2.2: Determine and explain if equations involving addition or subtraction are true or false.216 225–226 221–224 227–230 243–246
MA.1.AR.2.3: Determine the unknown whole number in an addition or subtraction equation, relating three whole numbers, with the unknown in any position. 217–220 216 227–230 239–242 243–246
MA.1.DP.1.2: Interpret data represented with tally marks or pictographs by calculating the total number of data points and comparing the totals of different categories.259–262 263–266 267–268 269–272 273–276 257–258 277–280
Fractions
MA.1.FR.1.1: Partition circles and rectangles into two and four equal-sized parts. Name the parts of the whole using appropriate language including halves or fourths.629-630 631–634 635–636 637–640 641–644 645–648 553–556
Geometric Reasoning
MA.1.GR.1.1: Identify, compare and sort two- and three-dimensional figures based on their defining attributes. Figures are limited to circles, semi-circles, triangles, rectangles, squares, trapezoids, hexagons, spheres, cubes, rectangular prisms, cones and cylinders.571 573–574 575–578 579–582 599–602 603–606 611–614 583–586 595–598
MA.1.GR.1.2: Sketch two-dimensional figures when given defining attributes. Figures are limited to triangles, rectangles, squares and hexagons. 583–586 571 575–578 587–590
MA.1.GR.1.3: Compose and decompose two- and three-dimensional figures. Figures are limited to semi-circles, triangles, rectangles, squares, trapezoids, hexagons, cubes, rectangular prisms, cones and cylinders. 587–590 607–610 571
MA.1.GR.1.4: Given a real-world object, identify parts that are modeled by two- and three-dimensional figures. Figures are limited to semi-circles, triangles, rectangles, squares and hexagons, spheres, cubes, rectangular prisms, cones and cylinders. 591–594 571 607–610 611–614
Measurement
MA.1.M.1.1: Estimate the length of an object to the nearest inch. Measure the length of an object to the nearest inch or centimeter.483 484 493–496 497–498 499–502 503–506 507–510
MA.1.M.1.2: Compare and order the length of up to three objects using direct and indirect comparison. 485–488 489–492
MA.1.M.2.1: Using analog and digital clocks, tell and write time in hours and half-hours.521–522 545–548 549–552 553–556 572
MA.1.M.2.2: Identify pennies, nickels, dimes and quarters, and express their values using the ¢ symbol. State how many of each coin equal a dollar. 521–522 523–526 527–530
MA.1.M.2.3: Find the value of combinations of pennies, nickels and dimes up to one dollar, and the value of combinations of one, five and ten dollar bills up to $100. Use the ¢ and $ symbols appropriately. 521–522 527–530 531–534 535–536 537–540 541–544
MA.K12.MTR.1.1: Mathematicians who participate in effortful learning both individually and with others:
• Analyze the problem in a way that makes sense given the task.
• Ask questions that will help with solving the task.
• Build perseverance by modifying methods as needed while solving a challenging task.
• Stay engaged and maintain a positive mindset when working to solve tasks.
• Help and support each other when attempting a new method or approach.31-34 35-38 143-146 167-170 231-234 239-242 273-276 347-350 393-396 411-414 489-492 545-548 607-610 611-614 641-644
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways. Mathematicians who demonstrate understanding by representing problems in multiple ways:
• Build understanding through modeling and using manipulatives.
• Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
• Progress from modeling problems with objects and drawings to using algorithms and equations.
• Express connections between concepts and representations.
• Choose a representation based on the given context or purpose.5-8 17-20 59-62 129-132 243-246 263-266 311-314 353-356 361-364 399-402 433-436 441-444 461-464 493-496 645-648
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. Mathematicians who complete tasks with mathematical fluency:
• Select efficient and appropriate methods for solving problems within the given context.
• Maintain flexibility and accuracy while performing procedures and mental calculations.
• Complete tasks accurately and with confidence.
• Adapt procedures to apply them to a new context.
• Use feedback to improve efficiency when performing calculations.89-92 125-128 135-138 139-142 147-150 175-178 189-192 197-200 343-346 385-388 453-456 493-496 531-534 599-602 641-644
MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others. Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:
• Communicate mathematical ideas, vocabulary and methods effectively.
• Analyze the mathematical thinking of others.
• Compare the efficiency of a method to those expressed by others.
• Recognize errors and suggest how to correctly solve the task.
• Justify results by explaining methods and processes.
• Construct possible arguments based on evidence.13-16 21-24 39-42 63-66 71-74 121-124 193-196 221-224 227-230 393-396 449-452 523-526 537-540 575-578 595-598
MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts. Mathematicians who use patterns and structure to help understand and connect mathematical concepts:
• Focus on relevant details within a problem.
• Create plans and procedures to logically order events, steps or ideas to solve problems.
• Decompose a complex problem into manageable parts.
• Relate previously learned concepts to new concepts.
• Look for similarities among problems.
• Connect solutions of problems to more complicated large-scale situations.9-12 25-28 75-78 97-100 181-184 185-189 235-238 307-310 319-322 365-368 385-388 445-448 545-548 575-578 637-640
MA.K12.MTR.6.1: Assess the reasonableness of solutions. Mathematicians who assess the reasonableness of solutions:
ELD.K12.ELL.MA.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 117 118 167 168 217 218 335 336 385 400 433 434 485 486 575 580
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting. 343 344 348 389 408 412 437 438 445 446 450 493 494 508