Common Core Georgia Performance Standards
-Make sense of problems and persevere in solving them.
-Reason abstractly and quantitatively
-Construct viable arguments and critique the reasoning of others.
-Model with mathematics.
-Use Appropriate tools strategically.
-Atttend to precision.
MCC1.MP.7-Look for and make use of structure.
-Look for and express regularity in repeated reasoning.
-Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknows in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent a problem.Examples of the problem types with solutions are linked here:
Adding toTaking fromPutting togetherTaking apart
-Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20
Khan Academy videos provide excellent visuals to learn how to solve addition and subtraction problems
-Apply properties of operations to add and subtract
-Understand subtraction as an unknown-addend problem.
-Relate counting to addition and subtraction.
-Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making 10; decomposing a number leading to a 10; using the relationship between addition and subtraction; and creating equivalent but easier or known sums.
Video explaining the standard:
-Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
-Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.
-Count to 120, starting on any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
MCC1.NBT.2-Understand that the two digits of a two-digit number represent amounts of tens an ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of 10 ones - called a "ten".
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two , three, four, five, six, seven, eight, nine tens (and 0 ones).
-Compare two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symblos >, <, and =.
-Add within 100, including adding a two-digit number and a one digit number, and adding a two-digit number and a multiple of ten, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers one adds tens with tens, ones with ones; and sometimes it is necessary to compose a 10.
-Given a two digit number, mentally find ten more or ten less than the number, without having to count; explain reasoning used.
-Subtract multiples of 10 in the range of 10-90 from multiples of 10 in the range 10-90, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
-Order three objects by length; compare lengths of two objects indirectly by using a third object
-Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object 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.
-Tell and write time in hours and half-hours usign analog and digital clocks.
Stop the Clock -Great Game of matching digital clocks to analog clocks.
Shoot the Clock -Match the analog version to the digital version of the time.
-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.
-Dstinguish between defining attributes versus non-defining attributes; build to draw shapes to possess defining attributes.
-Compse two-dimensional shapes or three-dimensional shapes to create a composite shape, and compose new shapes from the composite shape.
-Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.