Common Core: MATH.CONTENT
1.MD.A2
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 … Read More “1.MD.A2”
October 1, 20181.MD.B3
Tell and write time in hours and half-hours using analog and digital clocks.
October 1, 20181.MD.C4
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.
October 1, 20181.NBT.A1
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.
October 1, 20181.NBT.B2
Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
October 1, 20181.NBT.B2b
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
October 1, 20181.NBT.B2c
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).
October 1, 2018K.CC.B4c
Understand that each successive number name refers to a quantity that is one larger.
October 1, 2018K.CC.B5
Count 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.
October 1, 2018K.CC.C6
Identify 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.1
October 1, 2018