| Topic | Concept/Goal | Skill | Activity/Resource |
| PROBLEM SOLVING | Construct a variety of strategies with which to | Find and use needed information to solve | Everyday Math Daily Oral Math |
| solve problems | number stories | Problem Solving lessons from | |
| Act out number stories, draw pictures and choose | A Collection of Math Lessons, Grades 1-3 | ||
| appropriate operations to solve number stories | Everyday real-life problems | ||
| Classify problems by type, look for patterns | Problems built into calendar activities and | ||
| across problems and make a graph or table to | daily attendance data | ||
| solve problems | Investigations | ||
| Begin to examine answers to see if they are | Use estimation as a strategy for solving | Estimation activities | |
| reasonable and make sense | problems; check the reasonableness of answers | Problem-Solving lessons from "Afterwards" | |
| Develop ability to communicate mathematical | Explain or justify an answer with words and/or | ||
| methods and ideas | pictures | ||
| Connect problem-solving to daily life | |||
| NUMBER | Construct an understanding of whole number | Count, recognize and write numbers up to 100 | Everyday Math |
| CONCEPTS | concepts and place value above 100 | Express 3-digit numbers in expanded notation | Investigations |
| (i.e. tens, ones or "leftovers") | |||
| Become familiar with odd/even numbers and | Number Grid | ||
| ordinal numbers | Base Ten Blocks | ||
| Tallies to represent numbers | |||
| Identify quantities and see relationships | Use symbols (>, <, =) to show relationships | 100 Activities for the 100's Board | |
| between numbers ("number sense") | between sets of whole numbers | Dino Math Tracks | |
| Estimate and make predictions about quantities | Compare sets of whole numbers to determine | ||
| of numbers using number sense | more, fewer, same, most and fewest | ||
| WHOLE | Construct an understanding of concepts | Become familiar with and use basic addition | Everyday Math |
| NUMBER | and properties of addition and subtraction | and subtraction facts to 12 | Investigations |
| OPERATIONS | using concrete materials | Construct basic addition and subtraction facts | Math and Literature (K-3) |
| of numbers 12-20 | Number Grid | ||
| Number Line | |||
| Use "counting on" and "counting back" as | Unifix Cubes | ||
| strategies to solve addition/subtraction problems | Counting manipulatives | ||
| Understand how to use subtraction to | Addition and subtraction games | ||
| determine difference | Math Minute | ||
| Use "doubles" or "near doubles" to help | |||
| construct/learn basic addition/subtraction facts | |||
| Write number sentences to represent number | |||
| stories; choose appropriate operation for | |||
| solving story problems | |||
| Develop an understanding of fact families | Show that addition and subtraction are related | ||
| operations | |||
| Understand the relationships of addition and | |||
| subtraction fact families for numbers to 12 | |||
| Develop an early understanding of the concept | Solve problems using repeated addition | Daily calendar activities | |
| of multiplication | Skip count by 2's, 3's, 5's, 10's, 25's | Calculators | |
| Develop an early understanding of division | Find equal parts of a set, identify leftovers | Sharing activities | |
| concepts | Dividing up contents of weekly Estimation Jar | ||
| FRACTIONS | Develop an understanding of the relationship | Identify equal parts of a whole unit 1/2, 1/3, 1/4 | Everyday Math |
| of a part to a whole unit | Cuisenaire Rods | ||
| Demonstrate that a whole is made of a number | Fraction pieces game | ||
| of equal parts | Pattern Blocks | ||
| Fraction Strips | |||
| GEOMETRY | Develop concepts of shape, size, symmetry, | Identify and classify basic polygons and | Everyday Math |
| congruence, and similarity in 2-D and | attributes of geometric shapes and solids | A Collection of Math Lessons (1-3) | |
| 3-D shapes | Find symmetry in geometric patterns and | Investigations | |
| congruence between geometric shapes and sizes | Geoboards, Pattern Blocks, Tangrams, Geoblocks | ||
| Explore geometric properties and relationships | Compare and contrast geometric shapes | ||
| Develop readiness for finding distance around | Locate and identify sides, corners and square | See above | |
| a polygon (perimeter) | corners of polygons | ||
| Develop readiness for finding area using square | Fill shapes with square units | ||
| units in polygon or shape | |||
| MEASUREMENT | Develop an understanding of measurement | Create and use nonstandard and standard units | Investigations |
| using non-standard and standard units | to represent length, quantities and volume | Measurement activities with manipulatives | |
| Measure in inches and centimeters | (e.g. paper clips, Unifix cubes) | ||
| Develop understanding of a need for precise, | Estimate and measure length, width and height | Various activities from Balls and Ramps and | |
| equivalent units when measuring length, | Compare capacity of a variety of containers | Organisms science kits | |
| volume (capacity) and weight | (i.e. differing sizes and shapes) | Ruler | |
| Compare weights of objects to determine greater, | Balance scales | ||
| less, same or equivalent | |||
| Develop an understanding of concepts of time | Know the sequence of days, weeks and months; | Daily calendar activities | |
| read and write the date; relate time of day to | |||
| specific events | |||
| Tell time on an analog clock; hour, half-hour, | "Judy" clocks | ||
| and 15 minute marks | |||
| Recognize coins and understand equivalent | Identify coins; and state their values for pennies, nickels, dimes, and quarters |
Math by All Means -- Money | |
| values of coins | Compare value of amounts of money to | Allowance Game | |
| determine more/less/same | Primary Money Game | ||
| Exchange coins of equivalent value | |||
| Estimate amounts; solve problems with money | Money Bingo | ||
| Become familiar with thermometer as a | Understand relationship between thermometer | Weather science kit | |
| measurement device | levels and rising/falling temperatures | ||
| Read thermometers | |||
| STATISTICS, | Learn to organize and analyze data | Collect, sort and present a set of data | Everyday Math |
| GRAPHING | Connect mathematics to everyday life | Spinner/Dice activities | |
| AND | Understand how to use information to predict, | ||
| PROBABILITY | make inferences and decisions | ||
| Develop an understanding that probability | |||
| gives us a way to measure uncertainty | |||
| TECHNOLOGY | Develop an understanding of uses of calculators | Use a calculator to count on, skip count and | Everyday Mathematics text |
| and computers for solving mathematical | check computation | Calculators | |
| problems | Use clear or constant key | ||
| Become familiar with the terminology and | |||
| capabilities of the calculator and personal | |||
| computer | |||