- MA.1.1.5 (SOL 1.3; Number and Number Sense)
The student will identify the parts of a set that represent fractions for halves, fourths, and thirds and write the fractions.
- represent a whole to show two equal parts and identify one-half and two halves.
- represent a whole to show three equal parts and identify one-third, two-thirds and three-thirds.
- represent a whole to show four equal parts and identify one-fourth, two-fourths, three-fourths and four-fourths.
- identify and model halves, thirds and fourths using the set model.
- name and write fractions for halves, thirds and fourths.
- show a fraction for halves, thirds and fourths using pictures, models and symbols.
- explain that decomposing the whole into more equal shares creates smaller shares.
- explain that the fraction name (half, third, fourth) tells the number of equal parts in the whole.
- share a whole equally with two or four sharers.
- represent fair shares using pictures.
The student will identify the parts of a region that represent fractions for halves, fourths, and thirds and write the fractions.
- represent a whole to show two equal parts and identify one-half and two halves.
- represent a whole to show three equal parts and identify one-third, two-thirds and three-thirds.
- represent a whole to show four equal parts and identify one-fourth, two-fourths, three-fourths and four-fourths.
- identify and model halves, thirds and fourths using the set model.
- name and write fractions for halves, thirds and fourths.
- show a fraction for halves, thirds and fourths using pictures, models and symbols.
- explain that decomposing the whole into more equal shares creates smaller shares.
- explain that the fraction name (half, third, fourth) tells the number of equal parts in the whole.
- share a whole equally with two or four sharers.
- represent fair shares using pictures.
The student will identify the number of pennies equivalent to a nickel, a dime, and a quarter.
The student will determine and write the value of a collection of pennies, nickels, dimes, and quarters whose total value is 100 cents or less.
The student will investigate, identify, and describe various forms of data collection using tables, picture graphs, and object graphs.
The student will read and interpret data displayed in a tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to.
The student will count forward by ones, twos, fives, and tens to 120 starting at any number less than 120.
- I can count by ones, twos, fives and tens to 120 using concrete objects.
- I can skip count orally by twos, fives, and tens to 120.
I can describe patterns in counting and predict the next number in the counting sequence using patterns.
The student will recognize, describe, extend, and create a wide variety of growing and repeating patterns.
- I can recognize and identify the pattern in a numerical sequence.
- I can state the core of a repeating numeric pattern.
- I can state the rule in a numerical pattern.
- I can describe the pattern in a numeric sequence.
- I can extend a growing or repeating numeric pattern of twos, fives, and tens.
- I can create a growing or repeating numeric pattern of twos, fives, and tens.
- I can transfer a growing or repeating pattern from one form to another.
The student will recognize, describe, extend, and create a wide variety of growing and repeating patterns.
The student will sort and classify concrete objects according to one or more attributes, including color, size, shape, and thickness.
- MA 1.4.1 (Geometry-SOL 1.12)
The student will identify, trace, describe, and sort plane and solid geometric figures according to the number of sides, vertices, and right angles.
The student will identify the ordinal position first through fifteenth, using an ordered set of objects and write the ordinal numbers 1st-15th.
- MA 1.4.1 (Geometry-SOL 1.12)
The student will identify, trace, describe, and sort plane and solid geometric figures according to the number of sides, vertices, and right angles.