SECOND NINE WEEKS TESTED STANDARDS

M1G1.  Students will study and create various two and three- dimensional figures and identify basic figures (squares,

             circles, triangles, and rectangles) within them.

a.       Build, draw, name, and describe triangles, rectangles, pentagons, and hexagons. [Coach Book—p.146—any of these]

b.   Build, represent, name, and describe cylinders, cones, and rectangular prisms (objects that have the shape of a box). [Coach Book—p.151—

      any of these]

c.       Create pictures and designs using shapes, including overlapping shapes. [Coach Book—p.155—any of these]

M1G2.  Students will compare, contrast, and/or classify geometric shapes by the common attributes of position, shape,

             size, number of sides, and number of corners.    [Coach Book—p.159—any of these]

M1G3.  Students will arrange and describe objects in space by proximity, position and direction (near, far, below, above,

             up, down, behind, in front of, next to, and left or right of).  [Coach Book—p.164—any of these]

To encompass all three geometry standards (M1G1, M1G2, and M1G3) you could use the Coach Book pages 165—168.

     M1N1.  Students will estimate, model, compare, order, and represent whole numbers up to 100.

d.  Understand the magnitude and order of numbers up to 100 by making ordered sequences and representing them on a number line.

     [Coach Book p.47—any of those up to 100]  and p.69 (#9)

e.      Exchange equivalent quantities of coins by making fair trades involving combinations of pennies, nickels, dimes, and quarters and 

     count out a combination needed to purchase items less than a dollar. [Coach Book p.51—any of these]  

f.       Identify bills ($1, $5, $10, $20) by name and value and exchange equivalent quantities by making fair trades involving

     combinations  of bills and count out a combination of bills needed to purchase items less than twenty dollars. [Coach Book p.51—

     any of these]

   M1N3.  Students will add and subtract numbers less than 100 as well as understand and use the inverse relationship

                between addition and subtraction.

a.  Identify one more than, one less than, 10 more than, and 10 less than a given number.  [Coach Book—p.75—any of these]

d.  Understand a variety of situations to which subtraction may apply: taking away from a set, comparing two sets, and determining how many more

     or how many less.  [Coach Book—p.87—any of these]

e.  Understand addition and subtraction number combinations using strategies such as counting on, counting back, doubles and making tens.

     [Coach Book—p.91and p.95—any of these]

f.        Know the single-digit addition facts to 18 and corresponding subtraction facts with understanding and fluency.  (Use strategies such as relating to

      facts already known, applying commutative property, and grouping facts in families.  [Coach Book—p.99—any of these]

g.       Apply addition and subtraction to 2-digit numbers without regrouping (e.g. 15 +4, 80-60, 56 + 10, 100-30, 52 + 5). [Coach Book—p.103-- #2, #5, #6]

h.       Solve and create word problems involving addition and subtraction to 100 without regrouping.  Use words, pictures and concrete models to interpret story problems and reflect the combining of sets as addition comparing  elements of sets as subtraction.

      [Coach Book—p.107--#1, #2, #6]

                       For element h: only subtraction less than 20 (basic facts) and 2-digit addition without regrouping to 100

                       will be tested this nine weeks.