1.2A: recognize instantly the quantity of structured arrangements

1.2D: generate a number that is greater than or less than a given whole number up to 120

1.3B: use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3

1.3C: compose 10 with two or more addends with and without concrete objects

1.3D: apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10

1.5A: recite numbers forward and backward from any given number between 1 and 120

1.5D: represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences

1.5E: understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)

1.5F: determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation

1.6A: classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language

1.6D: identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language

1.6E: identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language

1.6F: compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible

1.6B: distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape

1.6C: create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons

1.2D: generate a number that is greater than or less than a given whole number up to 120

1.3B: use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3

1.3C: compose 10 with two or more addends with and without concrete objects

1.3D: apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10

1.3E: explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences

1.3F: generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20

1.5A: recite numbers forward and backward from any given number between 1 and 120

1.5B: skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set

1.5D: represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences

1.5E: understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)

1.5F: determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation

1.4A: identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them

1.4C: use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes

1.5C: use relationships to determine the number that is 10 more and 10 less than a given number up to 120

1.3A: use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99

1.4B: write a number with the cent symbol to describe the value of a coin

1.5B: skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set

1.2B: use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones

1.2C: use objects, pictures, and expanded and standard forms to represent numbers up to 120

1.3B: use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3

1.3E: explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences

1.3F: generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20

1.5A: recite numbers forward and backward from any given number between 1 and 120

1.5G: apply properties of operations to add and subtract two or three numbers

1.6F: compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible

1.6G: partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words

1.6H: identify examples and non-examples of halves and fourths

1.8A: collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts

1.8B: use data to create picture and bar-type graphs

1.8C: draw conclusions and generate and answer questions using information from picture and bar-type graphs

1.6B: distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape

1.6C: create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons

1.2A: recognize instantly the quantity of structured arrangements

1.2B: use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones

1.2C: use objects, pictures, and expanded and standard forms to represent numbers up to 120