Dinosaur, Dinosaur

Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Kindergarten||Mathematical Practices|||K.CC.1. Count to 100 by ones and by tens.||Common Core Mathematics||Kindergarten||Counting And Cardinality||Know Number Names And The Count Sequence|||K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).||Common Core Mathematics||Kindergarten||Counting And Cardinality||Know Number Names And The Count Sequence|||K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality.||Common Core Mathematics||Kindergarten||Counting And Cardinality||Count To Tell The Number Of Objects|||K.CC.5. Count to answer “”how many?”” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1?20, count out that many objects.||Common Core Mathematics||Kindergarten||Counting And Cardinality||Count To Tell The Number Of Objects|||K.CC.6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1||Common Core Mathematics||Kindergarten||Counting And Cardinality||Compare Numbers|||K.MD.1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.||Common Core Mathematics||Kindergarten||Measurement And Data||Describe And Compare Measurable Attributes|||K.MD.2. Directly compare two objects with a measurable attribute in common, to see which object has “”more of””/””less of”” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.||Common Core Mathematics||Kindergarten||Measurement And Data||Describe And Compare Measurable Attributes|||K.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.3||Common Core Mathematics||Kindergarten||Measurement And Data||Classify Objects And Count The Number Of Objects In Each Category|||K.OA.1. Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.||Common Core Mathematics||Kindergarten||Operations And Algebraic Thinking||Understand Addition As Putting Together And Adding To, And Under- Stand Subtraction As Taking Apart And Taking From|||K.OA.2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.||Common Core Mathematics||Kindergarten||Operations And Algebraic Thinking||Understand Addition As Putting Together And Adding To, And Under- Stand Subtraction As Taking Apart And Taking From|||K.OA.5. Fluently add and subtract within 5.||Common Core Mathematics||Kindergarten||Operations And Algebraic Thinking||Understand Addition As Putting Together And Adding To, And Under- Stand Subtraction As Taking Apart And Taking From|||Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 1||Mathematical Practices|||1.MD.1. Order three objects by length; compare the lengths of two objects indirectly by using a third object.||Common Core Mathematics||Grade 1||Measurement And Data||Measure Lengths Indirectly And By Iterating Length Units|||1.MD.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.||Common Core Mathematics||Grade 1||Measurement And Data||Measure Lengths Indirectly And By Iterating Length Units|||1.MD.4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.||Common Core Mathematics||Grade 1||Measurement And Data||Represent And Interpret Data|||1.NBT.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.||Common Core Mathematics||Grade 1||Number And Operations In Base Ten||Extend The Counting Sequence|||1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.2||Common Core Mathematics||Grade 1||Operations And Algebraic Thinking||Represent And Solve Problems Involving Addition And Subtraction|||1.OA.3. Apply properties of operations as strategies to add and subtract.3 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)||Common Core Mathematics||Grade 1||Operations And Algebraic Thinking||Understand And Apply Properties Of Operations And The Relationship Between Addition And Subtraction|||1.OA.4. Understand subtraction as an unknown-addend problem. For example, subtract 10 ? 8 by finding the number that makes 10 when added to 8.||Common Core Mathematics||Grade 1||Operations And Algebraic Thinking||Understand And Apply Properties Of Operations And The Relationship Between Addition And Subtraction|||1.OA.6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 ? 4 = 13 ? 3 ? 1 = 10 ? 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 ? 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).||Common Core Mathematics||Grade 1||Operations And Algebraic Thinking||Add And Subtract Within 20|||Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 2||Mathematical Practices|||Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 3||Mathematical Practices