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| Grade 1
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| Mathematics, Approved 2003
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| 2
| Algebra |
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Standard
Benchmark
Indicator | Description | Lesson Plans | Thinkfinity | Resources |
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2
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The student uses algebraic concepts in a variety of situations.
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2.1
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The student recognizes, describes, extends, develops and explains relationships in patterns using concrete objects in a variety of situations.
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2.1.A1
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generalizes the following patterns using pictorial, oral, and/or written descriptions including the use of concrete objects:
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2.1.A1A
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whole number patterns (2.4.A1a) ($);
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2.1.A1B
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patterns using geometric shapes (2.4.A1c);
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2.1.A1C
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calendar patterns (2.4.A1a);
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2.1.A1D
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patterns using size, shape, color, texture, or movement (2.4.A1a).
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2.1.K1
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The student uses concrete objects, drawings, and other representations to work with types of patterns (2.4.K1a):
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2.1.K1A
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repeating patterns, e.g., an AB pattern is like 1-2, 1-2,…; an ABC pattern is like dog-horse-pig, dog-horse-pig,…; an AAB pattern is like ?-?-?, ?-?-?,…;
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2.1.K1B
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growing (extending) patterns, e.g., 1, 2, 3,…
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2.1.K2
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The student uses the following attributes to generate patterns:
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2.1.K2A
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counting numbers related to number theory (2.4.K1.a), e.g., evens, odds, or skip counting by 2s, 5s, or 10s;
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2.1.K2B
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whole numbers that increase (2.4.K1a) ($), e.g., 11, 21, 31,... or like 2, 4, 6,…;
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2.1.K2C
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geometric shapes (2.4.K1f), e.g., ?, ¯, ?, ?, ¯, ?,…;
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2.1.K2D
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measurements (2.4.K1a), e.g., counting by inches or feet;
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2.1.K2E
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the calendar (2.4.K1a), e.g., January, February, March,…;
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2.1.K2F
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money and time (2.4.K1d) ($), e.g., 10¢, 20¢, 30¢,… or 1:00, 1:30, 2:00,...;
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2.1.K2G
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things related to daily life (2.4.K1a), e.g., seasons, temperature, or weather;
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2.1.K2H
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things related to size, shape, color, texture, or movement (2.4.K1a); e.g., tall-short, tall-short, tall-short,…; or snapping fingers, clapping hands, or stomping feet (kinesthetic patterns).
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2.1.A2
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The student recognizes multiple representations of the same pattern (2.4.A1a), e.g., the AB pattern could be represented by clap, snap, clap, snap,… or red, green, red, green,…or square, circle, square, circle,….
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2.1.A3
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The student uses concrete objects to model a whole number pattern (2.4.A1a):
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2.1.A3A
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counting by ones: ] ,]], ]]],…;
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2.1.A3B
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counting by twos: SS, SS, SS;
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2.1.A3C
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counting by fives: xxxxx, xxxxx, xxxxx;
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2.1.A3D
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counting by tens: oooooooooo, oooooooooo, oooooooooo, oooooooooo.
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2.1.K3
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The student identifies and continues a pattern presented in various formats including numeric (list or table), visual (picture, table, or graph), verbal (oral description), kinesthetic (action), and written (2.4.K1a) ($).
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2.1.K4
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The student generates (2.4.K1a):
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2.1.K4A
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repeating patterns for the AB pattern, the ABC pattern, and the AAB pattern;
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2.1.K4B
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growing patterns that add 1, 2, 5, or 10.
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2.2
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The student solves addition and subtraction equations using concrete objects in a variety of situations.
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2.2.A1
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The student represents real-world problems using concrete objects, pictures, oral descriptions, and symbols and the basic addition and subtraction facts with one operation and one unknown (2.4. A1a) ($), e.g., given some marbles, Sue says: 3 red marbles and 3 blue marbles equal 6 marbles. Sue also shows and writes the problem and solution: 3 + 3 = £ or RRR + BBB = £, 3 + 3 = 6.
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2.2.K1
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The student explains and uses symbols to represent unknown whole number quantities from 0 through 20 (2.4.K1a).
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2.2.K2
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The student finds the unknown sum or difference of the basic facts using concrete objects (2.4.K1a) ($), e.g., 12 dominoes – 5 dominoes = ? dominoes or ? cubes = 2 cubes + 4 cubes.
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2.2.A2
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The student generates and solves problem situations using the basic facts to find the unknown sum or difference with concrete objects (2.4.A1a), e.g., a student generates this problem: I have 6 marbles. My sister has 4. How many do we have altogether? The student shows 6 + 4 = £, and 6 + 4 = 10.
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2.2.K3
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The student describes and compares two whole numbers from 0 through 100 using the terms: is equal to, is less than, is greater than (2.4.K1a-b) ($).
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2.3
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The student recognizes and describes whole number relationships using concrete objects in a variety of situations.
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2.3.A1
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The student represents and describes mathematical relationships for whole numbers from 0 through 50 using concrete objects, pictures, oral descriptions, and symbols (2.4.A1a) ($).
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2.3.K1
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The student plots whole numbers from 0 through 100 on segments of a number line (2.4.K1a).
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2.3.K2
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The student states mathematical relationships between whole numbers from 0 through 50 using various methods including mental math, paper and pencil, and concrete objects (2.4.K1a) ($), e.g., every time a hand is added to the set, five more fingers are added to the total.
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2.3.A2
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The student recognizes numerical patterns (counting by 2s, 5s, and 10s) through 50 using a hundred chart (2.4.A1a).
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2.3.K3
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The student states numerical relationships for whole numbers from 0 through 50 in a horizontal or vertical function table (input/output machine, T-table) (2.4.K1e) ($).
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2.4
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The student uses mathematical models including concrete objects to represent, show, and communicate mathematical relationships in a variety of situations.
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2.4.A1
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The student recognizes that various mathematical models can be used to represent the same problem situation. Mathematical models include:
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2.4.A1A
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process models (concrete objects, pictures, diagrams, number lines, unifix cubes, measurement tools, or calendars) to model computational procedures and mathematical relationships, to compare and order numerical quantities, and to model problem situations (1.1.A1-3, 1.2.A1, 1.3.A1, 1.4.A1, 2.1.A1a, 2.1.A1c-d, 2.1.A2-3, 2.2.A1-2, 2.3.A1-2, 3.2.A1-3, 3.3.A1-2, 3.4.A1, 4.2.A2) ($);
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2.4.A1B
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place value models (place value mats, hundred charts, or base ten blocks) to compare, order, and represent numerical quantities and to model computational procedures (1.2.A1, 1.4.A1) ($);
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2.4.A1C
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two-dimensional geometric models (geoboards, dot paper, pattern blocks, tangrams, or attribute blocks), three-dimensional geometric models (solids), and real-world objects to compare size and to model attributes of geometric shapes (2.1.A1b, 3.1.A1-2);
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2.4.A1D
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two-dimensional geometric models (spinners), three-dimensional geometric models (number cubes), and concrete objects to model probability (4.1.A1) ($);
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2.4.A1E
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graphs using concrete objects, pictographs, frequency tables, and horizontal and vertical bar graphs to organize, display, and explain data (4.1.A1, 4.2.A1) ($).
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2.4.K1
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The student knows, explains, and uses mathematical models to represent mathematical concepts, procedures, and relationships. Mathematical models include:
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2.4.K1A
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process models (concrete objects, pictures, diagrams, number lines, unifix cubes, hundred charts, measurement tools, or calendars) to model computational procedures and mathematical relationships, to compare and order numerical quantities, and to represent fractional parts (1.1.K1-4, 1.2.K3, 1.2.K6-7, 1.3.K1-2, 1.4.K1, 1.4.K2-7, 2.1.K1, 2.1.K1d-h, 2.1.K2a-b, 2.2.K3-4, 2.3.K1-2, 3.2.K1-6, 3.3.K1-3, 3.4.K1-3 4.2.K3-4) ($);
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2.4.K1B
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place value models (place value mats, hundred charts, or base ten blocks) to compare, order, and represent numerical quantities and to model computational procedures (1.2.K2, 1.2.K5, 1.4.K6, 2.2.K3) ($);
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2.4.K1C
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fraction models (fraction strips or pattern blocks) to compare, order, and represent numerical quantities (1.1.K2-3) ($);
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2.4.K1D
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money models (base ten blocks or coins) to compare, order, and represent numerical quantities (1.1.K5-6, 2.1.K2f) ($);
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2.4.K1E
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function tables (input/output machines, T-tables) to model numerical relationships (2.3.K3) ($);
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2.4.K1F
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two-dimensional geometric models (geoboards, dot paper, pattern blocks, tangrams, or attribute blocks), three-dimensional geometric models (solids), and real-world objects to compare size and to model attributes of geometric shapes (2.1.K1c, 3.1.K1-3);
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2.4.K1G
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two-dimensional geometric models (spinners), three-dimensional geometric models (number cubes), and concrete objects to model probability (4.1.K1-2) ($);
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2.4.K1H
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graphs using concrete objects, pictographs, frequency tables, horizontal and vertical bar graphs, and Venn diagrams or other pictorial displays to organize, display, and explain data (4.1.A1, 4.2.A1-2) ($);
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2.4.K1I
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Venn diagrams to sort data (4.2.K4).
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2.4.K2
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The student uses concrete objects, pictures, diagrams, drawings, or dramatizations to show the relationship between two or more things ($).
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