Elementary Math Resources

I can Statements 

TK Mathematics Framework 

Essential Standards Learning Targets 

Kindergarten Pacing Guide 

2012 Kindergarten Mathematics Framework : In grade K, instructional time should focus on two critical areas: (1) representing and comparing whole numbers, initially with sets of objects; and (2) describing shapes and space. More learning time in kindergarten should be devoted to numbers rather than to other topics. Kindergarten students also work toward fluency with addition and subtraction of whole numbers within 5.

Grade K enVisionMATH Common Core Correlation to the Common Core State Standards

Kindergarten "I Can" Statements for all Common Core Standards

Essential Standards Learning Targets 

First Grade Pacing Guide 

First Grade Essential Standards Assessment Alignment

First Grade Mathematics Framework : In grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes. 

Grade 1 enVisionMATH Common Core Correlation to the Common Core State Standards

First Grade "I Can" Statements for all Common Core Standards

Essential Standards Learning Targets

Second Grade Pacing Guide  

Second Grade Mathematics Framework: In grade two, instructional time should focus on four critical areas: (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes. Students also work toward fluency with addition and subtraction within 20 using mental strategies and within 100 using strategies based on place value, properties of operations, and the relationship between addition and subtraction. They know from memory all sums of two one-digit numbers. 

Grade 2 enVisionMATH Common Core Correlation to the Common Core State Standards

Second Grade "I Can" Statements for all Common Core Standards

 Essential Standards Learning Targets 

Third Grade Pacing Guide

Third Grade Priority Standards Assessment Alignment 

Third Grade Mathematics Framework: In grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division, as well as strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with a numerator of 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes.

Grade 3 enVisionMATH Common Core Correlation to the Common Core State Standards

Third Grade "I Can" Statements for all Common Core Standards

Essential Standards Learning Targets 

Fourth Grade Pacing Guide 

Fourth Grade Mathematics Framework: In grade four, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication and developing under- standing of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; and (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, partic- ular angle measures, and symmetry.  

Grade 4 enVisionMATH Common Core Correlation to the Common Core State Standards

Fourth Grade "I Can" Statements for all Common Core Standards