Teaching and Learning Division
Instruction and Curriculum Department
2012
Elementary
Mathematics
Grades K, 1, 2, 3, 4, 5
RACINE UNIFIED SCHOOL DISTRICT
Mr. Bill VanAtta (President)
Mrs. Susan F. Kutz (Vice President)
Mr. Don Nielsen (Treasurer)
Dr. Gretchen L. Warner (Clerk)
Ms. Pamala Handrow
Pastor Melvin Hargrove
Mrs. Julie McKenna
Ms. Kim Plache
Mr. Dennis Wiser
Dr. Ann Laing, Superintendent of Schools
Ms. Gretchen Stewart, Executive Director of Instruction and Curriculum
PREPARED BY:
Ms. Laura Maier Elementary Mathematics Coordinator
Ms. Amanda Nason Elementary Mathematics Coach
It is the policy of the Racine Unified School District, pursuant to s.118.13 Wis. Stats., and PI19, that no person, on the basis of sex, race, color, religion, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation or physical, mental, emotional or learning disability, may be denied admission to any school in this District or be denied participation in, be denied the benefits of, or be discriminated against in any curricular, extracurricular, pupil services, recreational, or other program or activity.
This policy also prohibits discrimination under related federal Statutes including Title VI of the Civil Rights Act of 1964 (race and national origin), Title IX of the Education Amendments of 1972 (sex), and Section 504 of the Rehabilitation Act of 1973 (handicap).
If any person believes that the Racine Unified School District or any part of the school organization has inadequately applied the principles and/or regulations of a s.118.13 Wis. Stats./PI9 and/or Title VI (race, national origin), and/or Title IX (sex) and/or Section 504 (handicap) or in some way discriminates against pupils on the basis of sex, religion, color, national origin, ancestry, creed, pregnancy, mental, emotional, or learning disability or handicap, she/he may bring forward a complaint to the
District Equity Coordinator Racine Unified School District
Overview
The purpose of this curriculum guide is to inform members of
the Racine educational community of the math program of
study for the Racine Unified School District. This guide
specifically focuses on mathematics grades Kindergarten
through fifth.
This guide contains a variety of information related to the
curricular and instructional functions of this academic area.
You will find Racine Instructional Targets that are to be used to
help teach the curriculum. More importantly, you will find
Table of Contents
1. Goals and Objectives
a. Racine Unified Instructional Targets
b. Racine Unified I Can Statements
i. Practice Standards
ii. Content Standards
2. Common Core State Standards
i. Standards for Mathematical Practice
ii. Standards for Mathematical Content
3. National Council of Teachers of Mathematics
a. Principles
4. Instruction
a. Alignment
i. Targets, Standards, enVision Math
5. UbD Framework
a. Examples of UbD Unit designs
6. Online Resources
7. Textbook
Kindergarten
Page 1 of 2
Created 8/27/12 1:53 PM
RUSD Instructional Targets for Kindergarten
…
Aligned with the Common Core State Standards
Numbers – Counting and Cardinality
• Count to 100 by ones and tens.
•
Count forward to 100 from any number.
•
Write numbers from 0 to 20 with number and object representation.
•
Count objects by touching them singularly while saying the number name.
•
Recognize that the last number named tells the number of objects counted.
•
Recognize that each successive number name refers to the quantity that is one larger.
• Count up to 20 objects that are in an order by answering the question “how many.”
•
Count up to 10 objects in a scattered configuration by answering the question “how many.”
•
Given a number from 1-20, count out that many objects.
• Explain the meaning of “greater than.”
• Compare two groups of objects and identify which group is greater.
•
Explain the meaning of “equal to.”
•
Compare two groups of objects and identify and state if they are equal.
•
Explain the meaning of “less than.”
•
Compare two groups of objects and identify which group has less.
•
Compare two written numbers between 1 and 10, and state which is more or less.
Operations and Algebraic Thinking.
•
Represent addition with objects, fingers, and sounds to identify the meaning of addition as
putting together and adding to.
• Represent subtraction with objects, fingers, and sounds to identify the meaning of subtraction
as taking apart and taking from.
•
Explain orally addition as putting together and adding to.
•
Explain orally subtraction as taking apart or taking from.
•
Solve addition word problems orally up to 10 when read aloud using objects or drawings.
•
Solve subtraction word problems orally up to 10 when read aloud using objects or drawings.
• Orally decompose numbers less than or equal to 10 into parts in more than one way.
•
Represent the result of decomposition of numbers less than or equal to 10 through drawing or
an equation.
• State the number that makes 10 when added to any given number 1-9 with objects.
• Represent the number that makes 10 when added to any number 1-9 with a drawing.
•
Add fluently, orally or in writing, within 5.
•
Subtract fluently, orally or in writing, within 5.
Number and Operations in Base Ten
•
Record the composition of numbers 11-19 through drawings of a group of ten ones and
additional ones.
•
Record the decomposition of numbers 11-19 through a drawing of a group of ten ones and
additional ones.
Kindergarten
Page 2 of 2
Created 8/27/12 1:53 PM
•
Distinguish between measureable and non-measurable attributes of objects. Note:
Measureable means quantifiable, such as length, weight, height, distance around.
• Name the measureable attributes of a given object.
•
Compare the measurable attributes of two objects using appropriate vocabulary including
taller/shorter, heavier/lighter, longer/shorter.
• Classify objects into given categories such as size, shape, color, thickness.
• Count the number of objects (10 or less) in each category.
Geometry
•
Identify and name the following shapes: squares, circles, triangles, rectangles, hexagons.
•
Describe the relative position of objects using appropriate vocabulary, including above,
below, beside, in front of, behind, next to.
• Identify and name the following shapes: cubes, cones, cylinders, and spheres.
•
Describe objects in the environment using the names of shapes (two-dimensional and
three-dimensional).
• Name shapes regardless of their orientation or overall size.
• Identify shapes as two-dimensional and flat using actual objects, not just pictures.
•
Identify shapes as three-dimensional and solid, using objects, not just pictures.
•
Sort objects into flat or solid categories.
•
Describe three-dimensional shapes to identify their various attributes including vertices,
faces and edges.
•
State the differences of two- and three-dimensional shapes in different sizes and
orientations.
•
State the similarities and two- and three-dimensional shapes in different sizes and
orientations.
• Draw shapes to represent objects in the world.
First Grade
Page 1 of 1
Created 8/27/12 1:57 PM
RUSD Instructional Targets for First Grade
…
Aligned with the Common Core State Standards
Operations and Algebraic Thinking
•
Represent and solve word problems involving addition and subtraction
•
Solve word problems involving addition and subtraction.
•
Add numbers in any order to find and justify the answer.
•
Use the relationship between adding and subtracting to find the missing number in a
subtraction problem.
•
Use counting to add and/or subtract.
•
Add and subtract numbers to 20 using strategies.
•
Fluently add and subtract to 10.
•
Understand equals and determine if equations are true or false.
•
Solve equations for an unknown number.
Numbers & Operations in Base Ten
•
Count, read, and write numbers to 120.
•
Understand and explain two digit numbers using tens and ones.
•
Compare two-digit numbers.
•
Show and explain how to add one and two-digit numbers within 100.
•
Find and explain ten more or ten less than any number.
•
Subtract multiples of 10 from other multiples of 10.
Measurement and Data
•
Order and compare three objects by length.
•
Measure length using non-standards units.
•
Read and tell time to the nearest half hour.
•
Create, interpret, and communicate data on graphs and tables.
Geometry
•
Distinguish between defining attributes and non-defining attributes.
•
Build and draw shapes to show defining attributes.
•
Compose 2D or 3D shapes to create a composite shape and compose new shapes from the
composite shape.
•
Decompose circles and rectangles into halves and fourths.
Second Grade
Created 8/22/12 3:16 PM
Page 1 of 1
RUSD Instructional Targets for Second Grade
…
Aligned with the Common Core State Standards
Operations and Algebraic Thinking
•
Model addition and subtraction of numbers less than 100 with objects and by drawing.
•
Show the inverse relationship between addition and subtraction.
•
Use mental arithmetic to add and subtract numbers less than 20.
•
Determine and justify if a group of objects is odd or even.
•
Write equations expressing an even number as a sum of two equal numbers.
• Use addition and write an equation to represent an array.
Numbers & Operations in Base Ten
• Understand place value of three-digit numbers.
• Count and skip count by 5s, 10s, and 100s within 1000.
• Read and write numbers to 1000 using numerals, names, and expanded form.
• Compare three-digit numbers.
• Fluently add and subtract within 100.
•
Add up to four two-digit numbers.
•
Add and subtract within 1000 and explain the solutions and relations to the strategies used.
•
Mentally add or subtract 10 or 100 to numbers.
•
Explain and justify addition and subtraction strategies.
Measurement and Data
•
Measure the length of objects by selecting and using the appropriate tools.
•
Describe the relationship of different units of length.
•
Estimate and justify the estimation of length.
•
Measure to find the difference in the length of two objects.
•
Solve addition and subtraction word problems involving length.
•
Add, subtract, and justify strategies using a number line.
• Write and tell time to the nearest five minutes.
• Solve word problems involving money.
• Collect data by measuring lengths, and create a line plot to show the data.
• Create bar and picture graphs, and justify and solve problems involving the data.
Geometry
•
Draw and justify the categorization of shapes based on defining attributes.
Third Grade
Created 8/27/12 1:58 PM
Page 1 of 2
RUSD Instructional Targets for Third Grade …
Aligned with the Common Core State Standards
Operations and Algebraic Thinking
• Explain products and their meaning.
•
Explain quotients and their meaning.
•
Solve multiplication and division word problems within 100 involving equal groups, arrays, and
measurement quantities.
•
Determine the unknown whole number in a multiplication or division equation.
•
Apply properties of operations to multiply and divide.
• Understand and represent the relationship of multiplication and division.
•
Fluently multiply and divide within 100 using strategies and properties.
•
Fluently recall multiplication facts of one-digit numbers.
• Apply and represent strategies involving the four operations in word problems.
• Identify and explain patterns in addition and multiplication tables.
Numbers & Operations in Base Ten
•
Round whole numbers to the nearest 10 or 100.
•
Add and subtract within 1000.
•
Multiply one-digit numbers by multiples of 10.
Numbers & Operations – Fractions
•
Explain and show fractions as a whole including numerators and denominators.
• Create a number line to represent fractions, and place fractions accordingly.
• Recognize, write, and represent two fractions as equivalent.
•
Compare two fractions with the same numerator or denominator using <, >, or =.
Measurement and Data
•
Tell time to the nearest minute.
•
Solve word problems and justify strategies involving addition of, subtraction of, and elapsed
time.
• Estimate and measure liquid volume and mass using liters, grams, and kilograms.
•
Solve word problems involving liquid volume and mass.
•
Draw scaled picture and bar graphs, and solve word problems using the data shown on the
graphs.
•
Measure length to the nearest fourth inch.
•
Create a line plot using measurement data.
• Measure area using square units and explain and justify the information.
•
Measure area by counting square units.
•
Find area by using multiplication, tiles, and appropriate strategies.
• Solve word problems involving area.
• Solve word problems involving perimeter and area, and justify the solutions.
Third Grade
Created 8/27/12 1:58 PM
Page 2 of 2
Fourth Grade
Created 8/12
Page 1 of 2
RUSD Instructional Targets for Fourth Grade …
Aligned with the Common Core State Standards
Operations and Algebraic Thinking
•
Explain a multiplication equation as a comparison.
•
Multiply or divide within word problems involving multiplicative comparisons.
•
Solve multistep word problems using the four operations. Represent the work using letters for
unknown quantities and assess the reasonableness of the answer.
•
Find factor pairs in the range 1-100 and recognize that a whole number is a multiple of each of
its factors.
•
Determine whether a given whole number in the range 1-100 is prime or composite.
•
Create number or shape patterns that follow a rule.
•
Identify characteristics about patterns that do not follow a given rule.
Numbers & Operations in Base Ten
•
Use reasoning to explain the relationship between two place values in a number.
•
Read, write, and compare multi-digit whole numbers using numerals, number names, and
expanded form.
•
Round multi-digit whole numbers to any place.
•
Fluently add and subtract multi-digit numbers.
•
Multiply multi-digit numbers by a one-digit number, and multiply two two-digit numbers using
strategies.
•
Represent and explain multiplication using equations, arrays, and/or models.
•
Find, represent, and explain whole number quotients and remainders (up to four-digit
dividends and one-digit divisors).
Numbers & Operations - Fractions
•
Recognize and justify why fractions are equivalent use fraction models and number lines.
•
Compare fractions with different numerators and denominators using <, >, and =.
•
Show and justify the comparison of fractions using a fraction model.
•
Add and subtract fractions.
•
Add and subtract mixed numbers with like denominators.
•
Solve word problems involving adding and subtracting fractions with the same denominator,
and justify the solution.
•
Use visual models to multiply fractions by whole numbers, show multiples of fractions, and
solve word problems involving the multiplication of fractions.
•
Make equivalent fractions for tenths and hundredths.
•
Add fractions for tenths and hundredths.
•
Use decimal notation for fractions with denominators 10 or 100.
•
Compare two decimals to hundredths, and show the comparison and justify the results with a
Fourth Grade
Created 8/12
Page 2 of 2
Measurement and Data
•
Determine and convert sizes of measurement within one system.
•
Solve word problems involving distance, time, volume, mass, and money.
•
Justify measurements of larger units using fractions or decimals.
•
Represent and justify measurement quantities using diagrams and number lines.
•
Solve word problems using the area and perimeter formulas.
•
Create a line plot using fractional units.
•
Solve and justify the solutions of word problems involving adding and subtracting fractions,
using a line plot.
•
Represent, read, and justify degrees of an angle.
•
Use a protractor to measure angles.
•
Solve word problems involving adding and subtracting angles, and justify the answer.
Geometry
•
Draw points, lines, line segments, rays, angles, and perpendicular and parallel lines, and
identify them in 2D figures.
Grade 5
Created 8/12
Page 1 of 2
RUSD Instructional Targets for Fifth Grade …
Aligned with the Common Core State Standards
Operations and Algebraic Thinking
•
Apply strategies for rewriting and evaluating expressions that contain parentheses and
brackets.
•
Write and interpret numerical expressions.
•
Generate and record number patterns from rules.
Graph ordered pairs on a coordinate plane.
Numbers & Operations in Base Ten
•
Use reasoning to determine the relationship between two place values.
•
Explain powers of ten, and the pattern in placement of a decimal point using the powers of ten.
•
Read, write, and compare decimals to thousandths.
•
Round decimals to any place.
•
Multiply whole numbers using the standard algorithm.
•
Divide whole numbers with up to four-digit dividends and two-digit divisors.
•
Use the four operations on decimals with various strategies and representations.
Numbers & Operations - Fractions
•
Add and subtract fractions with unlike denominators.
•
Solve word problems with adding and subtracting of fractions with like and unlike
denominators.
•
Explain and justify division of fractions.
•
Solve word problems involving division and write the remainder as a fraction.
•
Explain the product of a whole number, and the product of two fractions using visual models.
•
Create stories to describe equations of fractions and justify the solution.
•
Find the area of a rectangle with fractional sides using tiles and multiplication.
•
Compare the size of a product to the size of one factor without multiplying.
•
Explain and justify the answer when multiplying a number by a fraction.
•
Solve word problems with multiplication of fractions and mixed numbers.
•
Find, explain and justify the answer when dividing a fraction by a whole number.
•
Solve word problems involving division of fractions and whole numbers.
Measurement and Data
•
Convert measurements within a system, and solve word problems using the conversions.
•
Make a line plot to display data of measurements in fractions of a unit, and use operations to
solve problems shown in the data.
•
Use unit cubes to measure and identify volume.
Grade 5
Created 8/12
Page 2 of 2
Geometry
•
Identify and plot ordered pairs on a coordinate plane.
•
Graph points in a coordinate plane, and interpret the values.
•
Identify and understand categories of 2D figures.
Practice Standards
K-12
Created 8/12
I CAN statements for Kindergarten – Fifth Grade
Aligned with the Common Core State Math Practice Standards
1. Make sense of problems and persevere in solving them.
I can explain the meaning of a problem.
I can restate a problem in my own words.
I can take information and find strategies to solve a problem.
I can find and use appropriate strategies to solve a problem.
I can show my work for a problem, and fix it if it needs to be.
I can explain connections among different problems.
I can check to see if my work is correct, and reasonable.
I can understand and connect strategies used by others to solve
problems.
2. Reason abstractly and quantitatively.
I can use information to represent a math concept.
I can represent a math problem by showing the process used to solve a
problem.
I can find relationships between numbers when solving a problem.
I can review my process and check for reasonableness.
3. Construct viable arguments and critique the reasoning of others.
I can use observations and prior knowledge to make connections and
arguments.
I can compare and contrast arguments and choose which one makes the
most sense.
I can justify how I solved the problem, orally and written.
I can listen, understand, analyze, and respond to arguments of others.
I can choose and explain correct and incorrect logic.
I can find and use examples to prove assumptions or definitions and
arguments.
4. Model with mathematics.
I can use different methods to model, represent, and solve real-world
problems.
I can simplify a complicated problem.
I can explain answers of a problem, and change the process if I need to.
Practice Standards
K-12
Created 8/12
5. Use appropriate tools strategically.
I can name math tools, and explain what they can do.
I can pick out the best math tool to help me solve problems.
I can estimate to predict answers.
I can use technology to explore, confirm, and deepen my thinking.
6. Attend to precision.
I can understand math symbols and use them correctly.
I can calculate answers efficiently and accurately.
I can label answers correctly.
I can explain my work orally and written using math symbols and words.
I can correctly use math vocabulary, definitions, and symbols.
7. Look for and make use of structure.
I can look for and find patterns or structure among problems.
I can use patterns or structure to make sense of math.
I can connect prior knowledge to current situations.
I can break down a complex problem into a simple problem.
I can think about a problem, and change my process and thinking if I need
to.
8. Look for and express regularity in repeated reasoning.
I can recognize similarities and patterns when similar problems are done
more than once.
I can generalize the process to create a shortcut to help solve problems.
I can develop rules or formulas to help solve problems.
Practice Standards
K-12
Created 8/12
Declaraciones de Yo Puedo para Jardín Infantil hasta Quinto Grado
Alineadas con las Normas Estatales de Práctica de Matemáticas de
Estudios Comunes
1. Sacar sentido de problemas e insistir en resolverlos.
Yo puedo explicar el significado de un problema.
Yo puedo redecir un problema en mis propias palabras.
Yo puedo tomar información y hallar estrategias para resolver un
problema.
Yo puedo hallar y usar estrategias apropiadas para resolver un problema.
Yo puedo mostrar mi trabajo para un problema, y arreglarlo si es
necesario.
Yo puedo explicar conexiones entre diferentes problemas.
Yo puedo revisar a ver si mi trabajo está correcto, y razonable.
Yo puedo entender y conectar estrategias usadas por otros para resolver
problemas.
2. Razonar abstracta y cuantitativamente.
Yo puedo usar información para representar un concepto matemático.
Yo puedo representar un problema matemático mostrando el proceso
usado para resolver un problema.
Yo puedo hallar relaciones entre números al resolver un problema.
Yo puedo repasar mi proceso y revisarlo a ver si es razonable.
3. Construir argumentos viables y criticar el razonamiento de otros.
Yo puedo usar observaciones y conocimiento previo para hacer
conexiones y argumentos (debates).
Yo puedo comparar y contrastar argumentos.
Yo puedo justificar cómo resolví el problema, oralmente y por escrito.
Yo puedo escuchar, entender, analizar, y responder a los argumentos de
otros.
Yo puedo escoger y explicar la lógica correcta e incorrecta.
Yo puedo hallar y usar ejemplos para probar suposiciones o definiciones y
argumentos.
4. Modelar con matemáticas.
Yo puedo usar diferentes métodos para modelar, representar, y resolver
problemas del mundo verdadero.
Yo puedo simplificar un problema complicado.
Yo puedo explicar las respuestas de un problema y cambiar el proceso si
necesito.
Practice Standards
K-12
Created 8/12
5. Usar herramientas apropiadas con estrategias.
Yo puedo nombrar herramientas matemáticas y explicar lo que pueden
hacer.
Yo puedo escoger la mejor herramienta matemática para ayudarme a
resolver problemas.
Yo puedo hacer un cálculo aproximado para predecir resutados.
Yo puedo usar la tecnología para explorar, confirmar y profundizar mi
razonamiento.
6. Atención a la precisión.
Yo puedo entender los símbolos matemáticos y usarlos correctamente.
Yo puedo calcular los resultados eficiente y precisamente.
Yo puedo etiquetar los resultados correctamente.
Yo puedo explicar mi trabajo oralmente y por escrito usando símbolos
matemáticos y palabras.
Yo puedo usar correctamente vocabulario, definiciones y símbolos
matemáticos.
7. Buscar y hacer uso de la estructura.
Yo puedo buscar y hallar patrones o estructura entre problemas.
Yo puedo usar patrones o estructura para sacar el sentido de la
matemática.
Yo puedo conectar el conocimiento anterior con situaciones actuales.
Yo puedo dividir un problema complejo en secciones para que sea
sencillo.
Yo puedo pensar en un problema y cambiar mi proceso y razonamiento si
así necesito.
8. Buscar y expresar regularidad en razonamiento repetido.
Yo puedo reconocer semejanzas y patrones cuando unos problemas
parecidos se hacen más de una vez.
Yo puedo generalizar el proceso para crear una vía corta para ayudar a
resolver problemas.
Kindergarten
Page 1 of 1
Created 8/27/12 2:06 PM
I CAN statements for Kindergarten …
Aligned with the Common Core State Standards
Numbers – Counting and Cardinality
I can count to 100.
I can count to 100 by 10s.
I can count to 100 starting from any number.
I can write numbers from 0 to 20.
I can write the numeral for the number of objects I counted.
I can say the number as I count each object.
I can understand the last number I said is the total number of objects I counted.
I can understand that each number name is one more than the last number name.
I can count objects to answer questions.
I can compare groups of objects to decide which is greater than, less than, or equal to.
I can compare two written numerals to decide which is greater than, less than, or equal to.
Operations and Algebraic Thinking.
I can show addition.
I can show subtraction.
I can add to solve word problems.
I can subtract to solve word problems.
I can break apart numbers into pairs in many ways.
I can use objects and drawings to add a number to make 10.
I can make combinations of 10 using two numbers.
I can show what number is needed to add to another number to make 10.
I can quickly add numbers up to 5.
I can quickly subtract from numbers up to 5.
Number and Operations in Base Ten
I can show how the numbers 11-19 are made of ten ones and more ones.
Measurement and Data
I can describe objects.
I can compare two objects.
I can sort and count objects.
Geometry
I can describe objects around me by their shape and where they are found.
I can name shapes.
I can tell if a shape is flat or solid.
I can describe how shapes are alike and different.
I can build and draw shapes.
Kindergarten
Page 1 of 1
Created 8/22/12 4:32 PM
Declaraciones de YO PUEDO para Jardín Infantil …
Alineadas con las Normas de Estudios Comunes
Números – Conteo y Cardinalidad
Yo puedo contar hasta el 100.
Yo puedo contar hasta el 100 de 10 en 10.
Yo puedo contar hasta el 100 comenzando de cualquier número.
Yo puedo escribir números del 0 al 20.
Yo puedo escribir el numeral para el número de objetos que conté.
Yo puedo decir el número mientras cuento cada objeto.
Yo puedo entender que el último número que dije es el número total de objetos que conté.
Yo puedo entender que cada nombre de número que es uno más que el último nombre de
número.
Yo puedo contar objetos para contestar preguntas.
Yo puedo comparar grupos de objetos para decidir cual es mayor, menor, o igual.
Yo puedo comparar dos numerales escritos para decidir cual es mayor, menor, o igual.
Operaciones y Razonamiento Algebraico
Yo puedo mostrar sumas.
Yo puedo mostrar restas.
Yo puedo sumar para resolver problemas de palabras.
Yo puedo restar para resolver problemas de palabras.
Yo puedo separar números en pares de muchos modos.
Yo puedo usar objetos y dibujos para sumar un número para que sean 10.
Yo puedo hacer combinaciones de 10 usando dos números.
Yo puedo mostrar cuál número se necesita para sumar con otro para que sean 10.
Yo puedo rápidamente sumar números hasta el 5.
Yo puedo rápidamente restar de números hasta el 5.
Números y Operaciones a Base de Diez
Yo puedo mostrar cómo los números de 11 a 19 son hechos de diez unidades y más
unidades.
Medidas y Datos
Yo puedo describir objetos.
Yo puedo comparar dos objetos.
Yo puedo separar y contar objetos.
Geometría
Yo puedo describir objetos a mi alrededor según su figura y donde se encuentran.
Yo puedo nombrar figuras.
Yo puedo decir si una figura está plana o sólida
Yo puedo describir cómo las figuras son parecidas y diferentes.
Yo puedo construir y dibujar figuras.
First Grade
Page 1 of 2
Created 8/22/12 4:33 PM
I CAN statements for First Grade
…
Aligned with the Common Core State Standards
Operations and Algebraic Thinking
I can solve addition word problems.
I can solve subtraction word problems.
I can add three numbers to solve word problems.
I can add numbers in a any order and get the same answer.
I can group numbers together to find the answer.
I can use the difference and the addend that I know to find the missing addend in a subtraction
problem.
I can count to add or subtract starting at any given number.
I can add numbers to 20.
I can subtract numbers to 20.
I can fluently add numbers to 10.
I can fluently subtract numbers to 10.
I can decide if equations are true or false.
I can solve equations with missing numbers.
Numbers & Operations in Base Ten
I can start at any number count to 120.
I can read numerals to 120.
I can write numbers within 120.
I can write the numeral for the number of objects I counted.
I can explain two digit numbers using tens and ones.
I can bundle ones into groups of ten.
I can explain how the numbers 11-19 are made of ten ones and more ones.
I can tell how many groups of ten are in the numbers I say when skip counting by ten.
I can compare two-digit numbers using symbols.
I can show and explain how to add one-digit and two-digit numbers up to 100.
I can find ten more or ten less than a number in my head.
I can explain how I found ten more or ten less than a number.
I can subtract bundles of ten from other bundles of ten.
Measurement and Data
I can put three objects in order by length.
I can use an object to compare the length of two other objects.
I can use an object to measure the length of another object.
I can tell time to the nearest half hour.
I can write time to the nearest half hour.
I can create a graph or table.
First Grade
Page 2 of 2
Created 8/22/12 4:33 PM
Geometry
I can tell the difference between attributes that make a shape a shape and those that do not.
I can build and draw shapes.
I can put shapes together to make other shapes.
I can divide circles and rectangles into equal parts.
First Grade
Page 1 of 2
Created 8/22/12 4:33 PM
Declaraciones de Yo Puedo para Primer Grado
…
Alineadas con las Normas Estatales de Estudios Comunes
Operaciones y Razonamiento Algebraico
Yo puedo resolver problemas de palabras de sumas.
Yo puedo resolver problemas de palabras de restas.
Yo puedo sumar tres números para resolver problemas de palabras.
Yo puedo sumar números en cualquier orden y sacar el mismo resultado.
Yo puedo agrupar números juntos para hallar el resultado.
Yo puedo usar la diferencia y el sumando que sé para hallar el sumando faltante en un
problema de restas.
Yo puedo contar para sumar o restar comenzando en cualquier número dado.
Yo puedo sumar números hasta el 20.
Yo puedo restar números hasta el 20.
Yo puedo sumar números fluidamente hasta el 10.
Yo puedo restar números fluidamente hasta el 10.
Yo puedo decidir si las ecuaciones son ciertas o falsas.
Yo puedo resolver ecuaciones con números faltantes.
Números y Operaciones a Base de Diez
Yo puedo empezar en cualquier número para contar hasta el 120.
Yo puedo leer numerales hasta el 120.
Yo puedo escribir números hasta el 120.
Yo puedo escribir el numeral para el número de objetos que conté.
Yo puedo explicar números de dos dígitos usando decenas y unidades.
Yo puedo poner unidades en grupos de diez.
Yo puedo explicar cómo los números de 11 a 19 son hechos de diez unidades y más
unidades.
Yo puedo decir cuantos grupos de diez están en los números que digo cuando cuento de
salteo.
Yo puedo comparar números de dos dígitos usando símbolos.
Yo puedo mostrar y explicar cómo se suman números de un dígito y los de dos dígitos hasta
el 100.
Yo puedo hallar diez más o diez menos de cada número en mi cabeza.
Yo puedo explicar cómo hallé diez más o diez menos de un número.
Yo puedo sumar grupos de diez de otros grupos de diez.
Medidas y Datos
Yo puedo poner tres objetos en orden por longitud.
Yo puedo usar un objeto para comparar la longitud de otros dos objetos.
Yo puedo usar un objeto para medir la longitud de otro objeto.
Yo puedo decir la hora hasta la media hora más cercana.
Yo puedo escribir la hora hasta la media hora más cercana.
Yo puedo crear una gráfica o tabla.
First Grade
Page 2 of 2
Created 8/22/12 4:33 PM
Geometría
o
Yo puedo saber la diferencia entre atributos que hacen una figura una figura y los que no.
o
Yo puedo hacer y dibujar figuras.
o
Yo puedo unir figuras para hacer otras figuras.
o
Yo puedo dividir círculos y rectángulos en partes iguales.
Second Grade
Created 8/22/12 4:34 PM
Page 1 of 2
I CAN statements for Second Grade …
Aligned with the Common Core State Standards
Operations and Algebraic Thinking
I can add to solve word problems.
I can subtract to solve word problems.
I can fluently add within 20 in my head.
I can fluently subtract within 20 in my head.
I can recall basic math facts from memory.
I can tell whether a group of objects is odd or even.
I can write an equation which shows adding the same two numbers will result in an even
number.
I can use addition to find the total of an array.
I can write an equation that represents an array.
Numbers & Operations in Base Ten
I can explain three-digit numbers using hundreds, tens, and ones.
I can explain 100 is a bundle of ten tens.
I can explain how many hundreds are in multiples of 100.
I can skip-count by 5s within 1000.
I can skip-count by 10s within 1000.
I can skip-count by 100s within 1000.
I can read numbers to 1000.
I can write numbers to 1000 in different forms.
I can compare three-digit numbers using symbols.
I can fluently add within 100.
I can fluently subtract within 100.
I can add up to four two-digit numbers.
I can add within 1000 using strategies I can explain.
I can subtract within 1000 using strategies I can explain.
I can relate addition and subtraction strategies to written methods.
I can add 10 to numbers in my head.
Second Grade
Created 8/22/12 4:34 PM
Page 2 of 2
Measurement and Data
I can select appropriate tools for measuring length.
I can measure the length of an object.
I can measure the length of objects using different length units.
I can describe the relationship of different length units.
I can estimate lengths.
I can find the difference in length of two objects.
I can add to solve word problems that involve length.
I can subtract to solve word problems that involve length.
I can add using a number line.
I can subtract using a number line.
I can tell time to the nearest five minutes.
I can write time to the nearest five minutes.
I can solve word problems involving money.
I can use the $ and ¢ symbols.
I can collect data by measuring lengths.
I can make a line plot to show data.
I can draw a picture graph.
I can draw a bar graph.
I can solve problems using a bar graph.
Geometry
I can recognize and draw shapes having specified attributes, such as a given number of
angles or a given number of equal faces.
I can identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
I can partition a rectangle into rows and columns of same-size squares and count the total
number.
I can divide circles and rectangles into equal parts.
I can describe equal parts as a part of a whole.
Second Grade
Created 8/22/12 4:34 PM
Page 1 of 2
Declaraciones de YO PUEDO para Segundo Grado
…
Alineadas con las Normas Estatales de Estudios Comunes
Operaciones y Razonamiento Algebraico
Yo puedo sumar para resolver problemas de palabras.
Yo puedo restar para resolver problemas de palabras.
Yo puedo sumar fluidamente dentro de 20 en mi cabeza.
Yo puedo restar fluidamente dentro de 20 en mi cabeza.
Yo puedo recordar datos básicos de matemáticas de memoria.
Yo puedo saber si un grupo de objetos es impar o par.
Yo puedo escribir una ecuación que muestra que sumar los mismos dos números resultará en
un número par.
Yo puedo usar sumas para hallar el total de una matriz.
Yo puedo escribir una ecuación que representa una matriz.
Números y Operaciones a Base de Diez
Yo puedo explicar números de tres dígitos usando centenas, decenas y unidades.
Yo puedo explicar cómo 100 es un grupo de diez decenas.
Yo puedo explicar cuantas centenas hay en múltiples de 100.
Yo puedo contar de salteo de 5 en 5 hasta 1000.
Yo puedo contar de salteo de 10 en 10 hasta 1000.
Yo puedo contar de salteo de 100 en 100 hasta 1000.
Yo puedo leer números hasta 1000.
Yo puedo escribir números hasta 1000 en diferentes formas.
Yo puedo comparar números de tres dígitos usando símbolos.
Yo puedo sumar fluidamente dentro de 100.
Yo puedo restar fluidamente dentro 100.
Yo puedo sumar hasta cuatro números de dos dígitos.
Yo puedo sumar dentro de 1000 usando estrategias que puedo explicar.
Yo puedo restar dentro de 1000 usando estrategias que puedo explicar.
Yo puedo relatar estrategias de sumas y restas a métodos escritos.
Yo puedo sumar 10 con otros números en mi cabeza.
Yo puedo sumar 100 con otros números en mi cabeza.
Yo puedo restar 10 de otros números en mi cabeza.
Yo puedo restar 100 de otros números en mi cabeza.
Yo puedo explicar por qué funcionan estrategias de sumas.
Second Grade
Created 8/22/12 4:34 PM
Page 2 of 2
Medidas y Datos
Yo puedo seleccionar las herramientas apropiadas para medir la longitud.
Yo puedo medir la longitud de un objeto.
Yo puedo medir la longitud de objetos usando diferentes unidades de longitud.
Yo puedo describir la relación de diferentes unidades de longitud.
Yo puedo calcular longitudes aproximadamente.
Yo puedo hallar la diferencia de longitud de dos objetos.
Yo puedo sumar problemas de palabras que se tratan de la longitud.
Yo puedo restar para resolver problemas que se tratan de la longitud.
Yo puedo sumar usando una línea numérica.
Yo puedo restar usando una línea numérica.
Yo puedo decir la hora hasta los cinco minutos más cercanos.
Yo puedo escribir la hora hasta los cinco minutos más cercanos.
Yo puedo resolver problemas de palabras que se tratan del dinero.
Yo puedo usar los símbolos de $ y ¢.
Yo puedo recoger datos midiendo longitudes.
Yo puedo usar una línea con puntos para mostrar datos.
Yo puedo dibujar una gráfica de dibujos.
Yo puedo dibujar una gráfica de barras.
Yo puedo resolver problemas usando una gráfica de barras.
Geometría
Yo puedo reconocer y dibujar figuras teniendo ciertos atributos, tal como un número dado de
ángulos o un número dado de rostros iguales.
Yo puedo identificar triángulos, cuadrilaterales, pentágonos, hexágonos, y cubos.
Yo puedo dividir un rectángulo en filas y columnas de cuadrados del mismo tamaño.
Yo puedo dividir círculos y rectángulos en partes iguales.
Yo puedo describir partes iguales como parte de un entero.
Yo puedo reconocer que las partes iguales de figuras idénticas no tienen que ser la misma
Third Grade
Created 8/22/12 4:36 PM
Page 1 of 2
I CAN statements for Third Grade …
Aligned with the Common Core State Standards
Operations and Algebraic Thinking
I can explain the meaning of the product.
I can explain the meaning of the quotient.
I can solve multiplication word problems within 100 involving equal groups, arrays, and
measurement quantities.
I can solve division word problems within 100 involving equal groups, arrays, and
measurement quantities.
I can find the unknown whole number (variable) in a multiplication equation.
I can find the unknown whole number (variable) in a division equation.
I can use the properties to multiply and divide (commutative, associative, distributive).
I can use multiplication to find the answer to a division problem.
I can fluently multiply within 100 using strategies and properties.
I can fluently divide within 100 using strategies and properties.
I can fluently recall my multiplication facts 0-9.
I can use any of the four operations to solve two-step word problems.
I can represent the problem using an equation with a letter for the unknown.
I can use mental math, estimation, and rounding to decide if my answer makes sense.
I can find arithmetic (number) patterns in the addition and multiplication tables.
I can explain patterns.
Numbers & Operations in Base Ten
I can round whole numbers to the nearest 10 or 100.
I can add within 1000.
I can subtract within 1000.
I can multiply one-digit whole numbers by multiples of 10.
Numbers & Operations – Fractions
I can explain and show that a fraction is a part of a whole.
I can explain and show the meaning of the numerator and denominator.
I can explain how a fraction is a number on a number line.
I can represent fractions on a number line.
I can divide a number line into equal intervals (parts) to represent fractions.
I can place fractions on a number line that is divided into intervals.
I can show two fractions as equivalent (equal) if they are the same size.
I can show two fractions as equivalent (equal) if they are on the same point on a number line.
I can recognize and show simple equivalent fractions.
I can write whole numbers as fractions and recognize that they are equivalent (equal).
Third Grade
Created 8/22/12 4:36 PM
Page 2 of 2
Measurement and Data
I can tell time to the nearest minute.
I can solve word problems using addition and subtraction of time in minutes.
I can estimate and measure liquid volumes using liters.
I can solve one-step word problems involving volume.
I can estimate and measure masses of objects using grams and kilograms.
I can solve one-step word problems involving mass.
I can draw a scaled picture graph.
I can solve one and two-step problems using the picture graph.
I can draw a scaled bar graph.
I can solve one and two-step problems using the bar graph.
I can measure and record lengths to the nearest half and fourth of an inch.
I can use measurement data to make a horizontal line plot marked off in a appropriate units.
I can find the area of a plane figure.
I can use square units to measure area.
I can label area with square units.
I can measure area by counting square units.
I can find the area of a rectangle with tiles and show the area can be found by multiplying the
side lengths.
I can solve real-world math problems that involve area.
I can use tiles to make the area of a rectangle.
I can represent the distributive property using this model.
I can add the area of rectangles to find the total area of a figure.
I can solve real-world problems involving perimeter and area.
Geometry
I can classify shapes by their attributes.
I can draw a shape that does not belong to a group according to the attributes.
I can divide shapes into equal areas.
Third Grade
Created 8/22/12 4:37 PM
Page 1 of 2
Declaraciones de YO PUEDO para Tercer Grado …
Alineadas con las Normas Estatales de Estudios Comunes
Operaciones y Razonamiento Algebraico
Yo puedo explicar el significado del producto.
Yo puedo explicar el significado del cociente.
Yo puedo resolver problemas de palabras de multiplicación dentro de 100 tratándose de
grupos iguales, matrices, y cantidades de medidas.
Yo puedo resolver problemas de palabras de división dentro de 100 tratándose de grupos
iguales, matrices y cantidades de medidas.
Yo puedo hallar un número entero desconocido (variable) en una ecuación de multiplicación.
Yo puedo hallar un número entero desconocido (variable) en una ecuación de división.
Yo puedo usar las propiedades para multiplicar y dividir (conmutativo, asociativo, distributivo).
Yo puedo usar la multiplicación para hallar el resultado de un problema de división.
Yo puedo multiplicar fluidamente dentro de 100 usando estrategias y propiedades.
Yo puedo dividir fluidamente dentro de 100 usando estrategias y propiedades.
Yo puedo recordar fluidamente los datos de multiplicación del 0-9.
Yo puedo usar cualquiera de las cuatro operaciones para resolver problemas de dos pasos.
Yo puedo representar el problema usando una ecuación con una letra para lo desconocido.
Yo puedo usar la matemática mental, la estimación, y redondear para decidir si mi resultado
tiene sentido.
Yo puedo hallar patrones aritméticos (numéricos en las tablas de sumas y multiplicación.)
Yo puedo explicar patrones.
Números y Operaciones a Base de Diez
Yo puedo redondear números enteros al 10 ó 100 más cercano.
Yo puedo sumar dentro de 1000.
Yo puedo restar dentro 1000.
Yo puedo multiplicar números enteros por múltiples de 10.
Números y Operaciones - Fracciones
Yo puedo explicar y mostrar que una fracción es una parte de un entero.
Yo puedo explicar y mostrar el significado del numerador y denominador.
Yo puedo explicar cómo es una fracción en una línea numérica.
Yo puedo representar fracciones en una línea numérica.
Yo puedo dividir una línea numérica en intervalos iguales (partes) para representar fracciones.
Yo puedo dividir fracciones en una línea numérica que está dividida en intervalos.
Yo puedo mostrar dos fracciones como equivalentes (iguales) si son del mismo tamaño.
Yo puedo mostrar dos fracciones como equivalentes (iguales si están en el mismo punto línea
numérica.)
Yo puedo reconocer y mostrar fracciones equivalentes sencillas.
Yo puedo escribir números enteros como fracciones con el mismo numerador o el mismo
denominador usando <, L. o =.
Third Grade
Created 8/22/12 4:37 PM
Page 2 of 2
Medidas y Datos
Yo puedo decir la hora al minuto más cercano.
Yo puedo resolver problemas de palabras.
Yo puedo calcular y medir líquidos usando sumas y restas de tiempo en minutos,
Yo puedo resolver problemas de palabras de un paso tratándose de volumen.
Yo puedo calcular y medir masas de objetos usando gramos y kilogramos.
Yo puedo resolver problemas de palabras de un paso tratándose de masa.
Yo puedo dibujar una gráfica de dibujo reducida.
Yo puedo resolver problemas de uno y dos pasos usando la gráfica de dibujo.
Yo puedo dibujar una gráfica de barra reducida.
Yo puedo resolver problemas de uno y dos pasos usando la gráfica de barra.
Yo puedo medir y anotar longitudes a la media y cuarta pulgada más cercana.
Yo puedo usar datos de medición para hacer una línea horizontal con puntos.
Yo puedo hallar el área de una figura plana.
Yo puedo usar unidades cuadradas para medir el área.
Yo puedo etiquetar el área usando unidades cuadradas.
Yo puedo medir el área contando unidades cuadradas.
Yo puedo hallar el área de un rectángulo con baldosas y mostrar que el área se puede hallar
multiplicando la longitud de los lados.
Yo puedo resolver problemas matemáticos del mundo verdadero que se tratan de área.
Yo puedo usar baldosas para hacer el área de un rectángulo.
Yo puedo representar la propiedad distributiva usando este modelo.
Yo puedo sumar el área de rectángulos para hallar el área total de una figura.
Yo puedo resolver problemas del mundo verdadero tratándose de perímetro y área.
Geometría
Yo puedo clasificar figuras por sus atributos.
Yo puedo dibujar una figura que no pertenece a un grupo según los atributos.
Yo puedo dibujar figuras en áreas iguales.
Fourth Grade
Created 8/12
Page 1 of 2
I CAN statements for Fourth Grade …
Aligned with the Common Core State Standards
Operations and Algebraic Thinking
I can explain how a multiplication equation can be used to compare.
I can multiply or divide to solve word problems that use multiplication to compare.
I can solve multistep word problems using adding and subtracting.
I can solve multistep word problems using multiplying or dividing.
I can represent my work using letters for unknown numbers when solving word problems.
I can check for the reasonableness of my answers when solving word problems.
I can find factor pairs for whole numbers 1-100.
I can recognize a whole number as a multiple of each of its factors.
I can decide whether a whole number (1-100) is a multiple of a given one-digit number.
I can determine if a whole number (1-100) is prime or composite.
I can create a number or shape pattern that follows a given rule.
I can identify characteristics about the pattern that are not part of the rule.
Numbers & Operations in Base Ten
I can determine that a digit represents ten times what it would be in the place to its right.
I can read multi-digit whole numbers using numerals, number names, and expanded form.
I can write multi-digit whole numbers using numerals, number names, and expanded form.
I can compare two multi-digit numbers using >, <, and =.
I can round multi-digit whole numbers to any place.
I can fluently add multi-digit numbers.
I can fluently subtract multi-digit numbers.
I can multiply a four-digit whole number by a one digit whole number using strategies and
properties of operations.
I can multiply two two-digit numbers using strategies and properties of operations.
I can represent the calculation using an equation, rectangular array, and/or area models.
I can explain the calculation using an equation, rectangular array, and/or area models.
I can apply strategies to find whole- number quotients and remainders with up to four-digit
dividends and one-digit divisors.
I can represent the calculation using an equation, rectangular array, and/or area models.
I can explain the calculation using an equation, rectangular array, and/or area models.
Numbers & Operations - Fractions
I can explain why fractions are equivalent using fraction models.
I can recognize and create equivalent fractions.
I can compare two fractions with different numerators and denominators using <, >, and =.
I can show the comparison using a fraction model from the same whole.
I can probe my comparisons using a fraction model.
I can add fractions.
I can subtract fractions.
Fourth Grade
Created 8/12
Page 2 of 2
I can record each sum of fractions using an equation.
I can prove my equation using a fraction model.
I can add mixed numbers with the like denominators.
I can solve word problems using addition of fractions with the same denominator.
I can solve word problems using subtraction of fractions with the same denominator.
I can use a visual fraction model to show that fractions have multiples.
I can use a fraction model to multiply a fraction by a whole number.
I can use fraction models to solve word problems involving multiplication of a fraction by a
whole number.
I can make an equivalent fraction for tenths as hundredths.
I can add fractions for tenths and hundredths.
I can use decimal notation for fractions with denominators 10 or 100.
I can compare two decimals to hundredths according to their size using ˃, ˂, =.
I can show the comparison when the two decimals are from the same whole.
I can prove the results using a visual model.
Measurement and Data
I can determine the relative sizes of measurement within one system of units.
I can express measurements in a larger unit in terms of a smaller unit.
I can record the measurement equivalents in a two-column table.
I can use the four operations to solve word problems including distance, time, volume, mass,
and money.
I can express measurements in a larger unit in terms of smaller units using simple fractions or
decimals.
I can represent measurement quantities using diagrams such as a number line diagram.
I can use the area and perimeter formulas in real world and math problems.
I can make a line plot using fractional units.
I can use the line plot information to solve problems by adding and subtracting fractions.
I can show what a degree is within a circle.
I can use degrees to measure angles.
I can read the degree of an angle.
I can use a protractor to construct and measure angles.
I can recognize the sum of the angle parts is equal to the whole angle.
I can solve addition and subtraction problems with unknown angles on a diagram.
Geometry
I can draw geometric figures.
I can use two-dimensional figures to identify geometric terms.
I can classify two-dimensional figures based on parallel or perpendicular lines and angle size.
I can recognize and identify right triangles.
I can recognize a line of symmetry.
Fourth Grade
Created 8/12
Page 1 of 3
Declaraciones de YO PUEDO para Cuarto Grado …
Alineadas con las Normas Estatales de Estudios Comunes
Operaciones y Razonamiento Algebraico
Yo puedo explicar cómo una ecuación de multiplicación se puede usar para comparar.
Yo puedo multiplicar o dividir para resolver problemas de palabras que usan la multiplicación
para comparar.
Yo puedo resolver problemas de palabras de muti-paso usando sumas y restas.
Yo puedo resolver problemas de palabras de muti-paso usando multiplicación y división.
Yo puedo representar mi trabajo usando letras por números desconocidos al resolver
problemas de palabras.
Yo puedo revisar la sensatez de mis respuestas al resolver los problemas de palabras.
Yo puedo hallar los pares de factores de 1-100.
Yo puedo reconocer un número entero como un múltiple de cada uno de sus factores.
Yo puedo decidir si un número entero (1-100) es un múltiple de un número dado de un dígito.
Yo puedo determinar si un número entero (1-100) es primo o compuesto.
Yo puedo crear un número o patrón de figura que sigue una regla dada.
Yo puedo identificar características acerca del patrón que no son parte de la regla.
Números y Operaciones a Base de Diez
Yo puedo determinar que un dígito representa diez veces lo que sería en el lugar a la derecha.
Yo puedo leer números enteros de multi-dígito usando numerales, nombres de números, y
forma expandida.
Yo puedo escribir números enteros de multi-dígito usando numerales, nombres de números, y
forma expandida.
Yo puedo comparar dos números de multi-dígito usando >, <, y =.
Yo puedo redondear números enteros de multi-dígito a cualquier lugar.
Yo puedo sumar fluidamente números de multi-dígito.
Yo puedo restar fluidamente números de multi-dígito.
Yo puedo multiplicar un número entero de cuatro dígitos por uno de un dígito usando
estrategias y propiedades de operaciones.
Yo puedo multiplicar dos números de dos dígitos usando estrategias y propiedades de
operaciones.
Yo puedo aplicar estrategias para hallar cocientes de números enteros y restantes con hasta
dividendos de cuatro dígitos y divisores de un dígito.
Yo puedo explicar un cálculo usando una ecuación, matriz rectangular, y/o modelos de área.
Yo puedo representar el cálculo usando una ecuación, matriz rectangular.
Yo puedo representar el cálculo usando una ecuación, matriz rectangular. y/o modelos de
área.
Fourth Grade
Created 8/12
Page 2 of 3
Números & Operaciones - Fracciones
Yo puedo explicar por qué fracciones son equivalentes usando modelos de fracciones.
Yo puedo reconocer y crear fracciones equivalentes.
Yo puedo comparar dos fracciones con diferentes numeradores y denominadores usando <,
>, y =.
Yo puedo mostrar la comparación usando un modelo de fracción del mismo entero.
Yo puedo probar mis comparaciones usando un modelo de fracción.
Yo puedo sumar fracciones.
Yo puedo restar fracciones.
Yo puedo dividir una fracción en una suma de fracciones con el mismo denominador de más
de un modo.
Yo puedo anotar cada suma de fracciones usando una ecuación.
Yo puedo probar mi ecuación usando una ecuación.
Yo puedo sumar números mixtos como denominadores parecidos.
Yo puedo resolver problemas de palabras usando sumas de fracciones con el mismo
denominador.
Yo puedo resolver problemas de palabras usando sumas de fracciones con el mismo
denominador.
Yo puedo usar un modelo de fracción visual para mostrar que fracciones tienen múltiples.
Yo puedo usar un modelo de fracción para multiplicar una fracción por un número entero.
Yo puedo usar un modelo de fracción para multiplicar una fracción por un número entero.
Yo puedo hacer una fracción equivalente para decenas como centenas.
Yo puedo sumar fracciones para decenas y centenas.
Yo puedo usar la notación decimal para fracciones con denominadores 10 ó 100.
Yo puedo comparar dos decimales con centenas según su tamaño usando ˃, ˂, y =.
Yo puedo usar la comparación cuando los dos decimales son del mismo entero.
Yo puedo probar los resultados usando un modelo visual.
Medidas y Datos
Yo puedo determinar los tamaños relativos dentro de un sistema de unidades.
Yo puedo expresar medidas en una unidad más grande en términos de una unidad más
pequeña.
Yo puedo anotar los equivalentes de medidas en una tabla de dos columnas.
Yo puedo usar las cuatro operaciones para resolver problemas de palabras incluyendo
distancia, tiempo, volumen, masa, y dinero.
Yo puedo expresar medidas en una unidad más grande en términos de unidades más
pequeñas usando fracciones sencillas o decimales.
Yo puedo representar cantidades de medidas usando diagramas tal como un diagrama de
línea numérica.
Yo puedo usar fórmulas de área y perímetro en problemas matemáticos y del mundo<