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Math AKS K-2

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MA.D.23: 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

1st Grade Geometry

MA.D.24: 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 to compose new shapes from the composite shape. this is important for the future development of spatial relations which later connects to developing understanding of area, volume, and fractions.

1st Grade Geometry

MA.D.25: 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

1st Grade Geometry

MA.C.19: order the length of three objects; compare the lengths of two objects by using direct comparison or a third object

1st Grade Measurement and Data

MA.C.20: 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.

1st Grade Measurement and Data

MA.C.21: tell and write time to the nearest hour and half-hour using analog and digital clocks

1st Grade Measurement and Data

MA.C.22: 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

1st Grade Measurement and Data

MA.B.10: model and explain that a two-digit number represents amounts of tens and ones

1st Grade Numbers Base Ten

MA.B.11: explain that 10 can be thought of as a bundle of ten ones called a "ten"

1st Grade Numbers Base Ten

MA.B.12: model the numbers 11 to 19 showing they are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones

1st Grade Numbers Base Ten

MA.B.13: explain that the numbers 10, 20, 30, 40, 50, 60, 70, 80, and 90 refer to one, two, three, four, five, six, seven, eight, or nine tens and 0 ones

1st Grade Numbers Base Ten

MA.B.14: use mental math strategies to add and subtract 10 or 100 to a given number between 100-900

2nd Grade Numbers Base Ten

MA.A.3: determine whether a group of objects (up to 20) has an odd or even number of members (e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends)

2nd Grade Operations and Algebraic Thinking

MA.A.3: write numerals from 0 to 20 and represent a number of objects with a written numeral 0 - 20, with 0 representing a count of no objects

K Counting

MA.E.25: analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners), and other attributes (e.g., having sides of equal length)

K Geometry

MA.E.26: model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes

K Geometry

MA.E.27: compose simple shapes to form larger shapes (e.g., "Can you join these two triangles with full sides touching to make a rectangle?")

K Geometry

MA.D.19: describe several measureable attributes of an object, such as length or weight; for example an object may be described as heavy or light or long or short

K Measurement and Data

MA.D.21: classify objects into given categories; count the numbers of objects in each category and sort the categories by count(limit category counts to be less than or equal to 10)

K Measurement and Data

MA.B.12: represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps) acting out situations, verbal explanations, expressions, or equations

K Operations and Algebraic Thinking

MA.B.14: compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <

1st Grade Numbers Base Ten

MA.B.6: explain that 100 can be thought of as a bundle of ten tens, called a "hundred"

2nd Grade Numbers Base Ten

MA.B.15: 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

1st Grade Numbers Base Ten

MA.B.16: using mental math strategies identify one more than, one less than, 10 more than, or 10 less than a given two-digit number explaining strategy used

1st Grade Numbers Base Ten

MA.B.17: 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 (e.g., 70-30; 30-1-; 60-60)

1st Grade Numbers Base Ten

MA.B.18: exchange equivalent quantities of coins by making fair trades involving combinations of pennies, nickels, dimes, and quarters and count out a combination needed to purchase items less than a dollar

1st Grade Numbers Base Ten

MA.B.9: 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

1st Grade Numbers Base Ten

MA.A.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 number to represent the problem)

1st Grade Operations and Algebraic Thinking

MA.A.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)

1st Grade Operations and Algebraic Thinking

MA.A.3: explore and apply properties of operations as strategies to add and subtract (e.g., 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)

1st Grade Operations and Algebraic Thinking

MA.A.4: model and explain subtraction as an unknown-addend problem (e.g., subtract 10 - 8 by finding the number that makes 10 when added to 8)

1st Grade Operations and Algebraic Thinking

MA.A.5: relate counting to addition and subtraction (e.g., by counting on 2 to add 2)

1st Grade Operations and Algebraic Thinking

MA.A.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., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

1st Grade Operations and Algebraic Thinking

MA.A.7: model and explain 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)

1st Grade Operations and Algebraic Thinking

MA.A.8: determine the unknown whole number in an addition or subtraction equation relating to three whole numbers by using symbols (e.g., determine the unknown number that makes the equation true in each of the equations 8 + ? = 11; 5 = ■ - 3; 6 + 6 =▲)

1st Grade Operations and Algebraic Thinking

MA.D.26: recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces and identify triangles, quadrilaterals, pentagons, hexagons, and cubes

2nd Grade Geometry

MA.D.27: partition a rectangle into rows and columns of same-size squares and count to find the total number of them

2nd Grade Geometry

MA.D.28: partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape

2nd Grade Geometry

MA.C.16: measure length by determining, selecting and using an appropriate tool (rulers, yardsticks, meter sticks, measuring tapes) and unit (in., ft., yd., cm, m)