Grade 11.OA Operations and Agrebraic Thinking Represent and solve problems involving addition and subtraction. 1.OA.1 Use addition and subtraction up to 20 (+, -, comparing with unknowns in all positions using objects, drawings and equations. (example: 3+☐=5+4) 1.OA.2 Solve word problems that call for addition of three whole numbers with sum less than 20. Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.3 Apply properties of operations as strategies to add and subtract. (Example: If 8+3=11 then 3+8=11. Also 2+4+4=2+10+12.) 1.OA.4 Understand subtraction as an unknown. (Example: 10-8=2 because 8+2=10) Add and subtract up to 20. 1.OA5 Relate counting to addition and subtraction (counting on 2 to add 2). 1.OA6 Add and subtract up to 20, demonstrating fluency for addition and subtraction within 10 (counting on, making ten, fact families, decomposing numbers). Work with addition and subtraction equations. 1.OA7 Understand the meaning of the equal sign & determine if equations with + and - are true or false. (7=8-1 or 2=2+5) 1.OA8 Determine the unknown whole number in and + or – equation relating to 3 whole numbers (8+?=11 or 6-6= ☐). 1.NBT Number and Operations in Base Ten Extend and counting sequence. 1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numbers and represent a number of objects with a written number. Understand place value. 1.NBT.2 Understand that two digits of a two-digit number represent amounts of tens and ones. a. Example: 10 can be thought of as a bundle of tens ones, called a “ten”. b. Numbers from 11-19 are composed of as a bundle of ten + ones. c. Numbers 10, 20, 30,…90 refer to one, two, three,…nine bundles of ten, zero ones. 1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with symbols >,=, and <. Use place value understanding and properties of operations to add and subtract. 1.NBT.4 Add up to 100, including adding a two-digit number and a one-digit number, and adding a two digit number and a multiple of 10. Example: Use models, drawings, and base ten strategies 1.NBT.5 Mentally find 10 more or 10 less of any given 2-digit number, without having to count, explain reasoning used. 1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiplies of 10 in range of 10-90. 1. MD Measurement and Data Measure lengths indirectly and by iterating length units. 1.MD.1 Order 3 objects by length; compare length of two objects indirectly by using a third object. 1.MD.2 Express the length of an object as a whole number of length units. (Example: using whole numbers only) Tell and write time. 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. Represent and interpret data. 1.MD.4 Organize, represent, and interpret data with up to three categories: ask and answer question about the total number of data points, how many in each category, how many more or less are in one category than another. 1. G Geometry Reason with shapes and their attributes. 1.G.1 Distinguish between defining attributes and non-defining attributes, build and draw shapes to possess defining attributes (Example: Triangles are closed and three-sided: non-defining: color, orientation, overall size) 1.G.2 Compose two-digit shapes and three-digit shapes (Example of two digit shapes: rectangles, squares, trapezoids, triangles, half-circles, and quarter circles) (Three digit shapes: cubes, right rectangular prisms, right circular cones, and right circular cylinders) 1.G.3 Divide circles and rectangles into two and four equal shares (Describe parts using halves, fourths, and quarters) |

Math >