February K - 2 Session

KINDER: MODULE 5 - Numbers 10 - 20, Count to 100 by Ones and Tens

K.NS.1 Count forward by ones and tens to 100.

K.NS.2 Count forward by ones beginning from any number less than 100.

K.NS.3 Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral.

K.NS.4 Understand the relationship between number and quantity. Connect counting to cardinality by demonstrating an understanding that:

a. the last number said tells the number of objects in the set (cardinality);

b. the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number);

c. each successive number name refers to a quantity that is one more and each previous number name refers to a quantity that is one less.

K.NS.5 Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner

K.NSBT.1 Compose and decompose numbers from 11 – 19 separating ten ones from the remaining ones using objects and drawings.

GRADE 1: MODULE 4 - Place Value, Comparison, Addition and Subtraction to 40

Slide Deck for Grade 1 Module 4

Understanding Base 10

Grade 1 Number String

South Carolina Support Document - Grade 1

GFletchy Counting Progression: Addition and Subtraction

Finger Counters by Marc Peyser

Video: Place Value 2.NBT (vertical view)

Video: Adding on a Ten Frame

1.NBT.1 Extend the number sequence to: a. count forward by ones to 120 starting at any number; b. count by fives and tens to 100, starting at any number; c. read, write and represent numbers to 100 using concrete models, standard form, and equations in expanded form; d. read and write in word form numbers zero through nineteen, and multiples of ten through ninety.

1.NBT.2 Understand place value through 99 by demonstrating that: a. ten ones can be thought of as a bundle (group) called a “ten”; b. the tens digit in a two-digit number represents the number of tens and the ones digit represents the number of ones; c. two-digit numbers can be decomposed in a variety of ways (e.g., 52 can be decomposed as 5 tens and 2 ones or 4 tens and 12 ones, etc.) and record the decomposition as an equation.

1.NBT.5 Determine the number that is 10 more or 10 less than a given number through 99 and explain the reasoning verbally and with multiple representations, including concrete models.

1.NBT.3 Compare two two-digit numbers based on the meanings of the tens and ones digits, using the words greater than, equal to, or less than. es or 4 tens and 12 ones, etc.) and record the decomposition as an equation

1.NBT.4 Add through 99 using concrete models, drawings, and strategies based on place value to: a. add a two-digit number and a one-digit number, understanding that sometimes it is necessary to compose a ten (regroup); b. add a two-digit number and a multiple of 10.

1.NBT.6 Subtract a multiple of 10 from a larger multiple of 10, both in the range 10 to 90, using concrete models, drawings, and strategies based on place value.

GRADE 2: MODULES 6 - Foundations of Multiplication and Division

Slide Deck for Grade 2 Modules 7 and 8

Module 7: Problem Solving with Length, Money, and Data
Module 8: Time, Shapes, and Fractions as Equal Parts of Shapes

Slide Deck for Module 6

South Carolina Support Document - Grade 2

2.MDA.6 Use analog and digital clocks to tell and record time to the nearest five-minute interval using a.m. and p.m

2.MDA.7 Solve real-world/story problems involving dollar bills using the $ symbol or involving quarters, dimes, nickels, and pennies using the ¢ symbol.

2.ATO.4 Use repeated addition to find the total number of objects arranged in a rectangular array with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

2.G.2 Partition a rectangle into rows and columns of same-size squares to form an array and count to find the total number of parts

Christine KingFebruary 20, 2019