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| BENCHMARK CODE | BENCHMARK | LESSONS WHERE STANDARD/BENCHMARK IS DIRECTLY ADDRESSED IN MAJOR TOOL (MOST IN-DEPTH COVERAGE LISTED FIRST) (Include the student edition and teacher edition with the page numbers of lesson, a link to lesson, or other identifier for easy lookup by reviewers.) |
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| Number Sense and Operations | |||
| MA.K.NSO.1 Develop an understanding for counting using objects in a set. | |||
| MA.K.NSO.1.1 | Given a group of up to 20 objects, count the number of objects in that group and represent the number of objects with a written numeral. State the number of objects in a rearrangement of that group without recounting. | 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 2.4, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 3.10, 3.11, 4.2, 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10, 8.11, 9.1, 9.2, 9.3 | |
| MA.K.NSO.1.2 | Given a number from 0 to 20, count out that many objects. | 1.1, 1.3, 1.5, 1.8, 2.5, 3.1, 3.3, 3.5, 3.7, 3.9, 4.3, 8.1, 8.2, 8.4, 8.6, 8.8, 8.10, 9.1, 9.2, 9.3 | |
| MA.K.NSO.1.3 | Identify positions of objects within a sequence using the words “first, ” “second, ” “third, ” “fourth” or “fifth.” | 9.7 | |
| MA.K.NSO.1.4 | Compare the number of objects from 0 to 20 in two groups using the terms less than, equal to or greater than. | 2.1, 2.2, 2.3, 2.4, 2.5, 4.1, 4.2, 4.3, 4.5, 9.5 | |
| MA.K.NSO.2 Recite number names sequentially within 100 and develop an understanding for place value. | |||
| MA.K.NSO.2.1 | Recite the number names to 100 by ones and by tens. Starting at a given number, count forward within 100 and backward within 20. | 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.10, 3.11, 8.2, 8.4, 8.6, 8.8, 8.10, 9.1, 9.2, 9.3, 9.4, 10.1, 10.2, 10.3, 10.4, 10.5, 10.6 | |
| MA.K.NSO.2.2 | Represent whole numbers from 10 to 20, using a unit of ten and a group of ones, with objects, drawings and expressions or equations. | 8.1, 8.3, 8.5, 8.7, 8.9, 8.11 | |
| MA.K.NSO.2.3 | Locate, order and compare numbers from 0 to 20 using the number line and terms less than, equal to or greater than. | 6.5, 9.6 | |
| MA.K.NSO.3 Develop an understanding of addition and subtraction operations with one-digit whole numbers. | |||
| MA.K.NSO.3.1 | Explore addition of two whole numbers from 0-10, and related subtraction facts. | 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 6.1, 6.2, 6.3, 6.4, 6.6, 6.7, 7.1, 7.2, 7.3, 7.4, 7.5 | |
| MA.K.NSO.3.2 | Add two one-digit whole numbers with sums from 0 to 10 and subtract using related facts with procedural reliability. | 6.8, 6.9, 6.10, 6.11, 7.6, 7.7, 7.8, 7.9 | |
| Algebraic Reasoning | |||
| MA.K.AR.1 Represent and solve addition problems with sums between 0 and 10 and subtraction problems using related facts. | |||
| MA.K.AR.1.1 | For any number from 1 to 9, find the number that makes 10 when added to the given number. | 6.1 | |
| MA.K.AR.1.2 | Given a number from 0 to 10, find the different ways it can be represented as the sum of two numbers. | 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 6.4 | |
| MA.K.AR.1.3 | Solve addition and subtraction real-world problems using objects, drawings or equations to represent the problem. | 6.1, 6.2, 6.3, 6.4, 6.6, 6.7, 6.8, 6.9, 6.10, 6.11, 7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 7.8, 7.9 | |
| MA.K.AR.2 Develop an understanding of the equal sign. | |||
| MA.K.AR.2.1 | Explain why addition or subtraction equations are true using objects or drawings. | 6.2, 6.3, 6.4, 6.6, 6.8, 6.9, 6.10, 7.2, 7.3, 7.4, 7.6, 7.7, 7.8, 8.3, 8.5, 8.7, 8.9, 8.11 | |
| Measurement | |||
| MA.K.M.1 Identify and compare measurable attributes of objects. | |||
| MA.K.M.1.1 | Identify the attributes of a single object that can be measured such as length, volume or weight. | 13.1, 13.2, 13.3, 13.5, 13.6, 13.7, 13.8 | |
| MA.K.M.1.2 | Directly compare two objects that have an attribute which can be measured in common. Express the comparison using language to describe the difference. | 13.1, 13.2, 13.3, 13.5, 13.6, 13.7, 13.8 | |
| MA.K.M.1.3 | Express the length of an object, up to 20 units long, as a whole number of lengths by laying non-standard objects end to end with no gaps or overlaps. | 13.4 | |
| Geometric Reasoning | |||
| MA.K.GR.1 Identify, compare and compose two- and three-dimensional figures. | |||
| MA.K.GR.1.1 | Identify two- and three-dimensional figures regardless of their size or orientation. Figures are limited to circles, triangles, rectangles, squares, spheres, cubes, cones and cylinders. | 11.2, 11.3, 11.4, 11.5, 12.1, 12.3, 12.4, 12.5 | |
| MA.K.GR.1.2 | Compare two-dimensional figures based on their similarities, differences and positions. Sort two-dimensional figures based on their similarities and differences. Figures are limited to circles, triangles, rectangles and squares. | 11.1, 11.2, 11.3, 11.4, 11.5 | |
| MA.K.GR.1.3 | Compare three-dimensional figures based on their similarities, differences and positions. Sort three-dimensional figures based on their similarities and differences. Figures are limited to spheres, cubes, cones and cylinders. | 12.2, 12.3, 12.4, 12.5 | |
| MA.K.GR.1.4 | Find real-world objects that can be modeled by a given two- or three-dimensional figure. Figures are limited to circles, triangles, rectangles, squares, spheres, cubes, cones and cylinders. | 11.2, 11.3, 11.4, 11.5, 12.1, 12.3, 12.4, 12.5 | |
| MA.K.GR.1.5 | Combine two-dimensional figures to form a given composite figure. Figures used to form a composite shape are limited to triangles, rectangles and squares. | 11.6 | |
| Data Analysis and Probability | |||
| MA.K.DP.1 Develop an understanding for collecting, representing and comparing data. | |||
| MA.K.DP.1.1 | Collect and sort objects into categories and compare the categories by counting the objects in each category. Report the results verbally, with a written numeral or with drawings. | 4.4, 4.5, 11.1, 12.1 | |
| Mathematical Thinking and Reasoning | |||
| MA.K12.MTR.1.1 | Mathematicians who participate in effortful learning both individually and with others. | pages 64, 247, 486, and 668 | |
| MA.K12.MTR.2.1 | Demonstrate understanding by representing problems in multiple ways. | pages 85, 246A, 450, and 673 | |
| MA.K12.MTR.3.1 | Complete tasks with mathematical fluency. | pages 75A, 251, 425A, and 664 | |
| MA.K12.MTR.4.1 | Engage in discussions that reflect on the mathematical thinking of self and others. | pages 59, 228, 436A, and 656A | |
| MA.K12.MTR.5.1 | Use patterns and structure to help understand and connect mathematical concepts. | pages 80A, 222, 478, and 658 | |
| MA.K12.MTR.6.1 | Assess the reasonableness of solutions. | pages 87A, 265A, 462, and 651 | |
| MA.K12.MTR.7.1 | Apply mathematics to real-world contexts. | pages 91, 233, 466, and 679 | |
| Essential Elements and English Language Learners | |||
| ELA.K12.EE.1.1 | Cite evidence to explain and justify reasoning. | pages 73 (MTR 1 callout), 280A (Laurie’s Notes, 2nd paragraph), 504 (MTR 4 callout), and 728A (Closure) | |
| ELA.K12.EE.2.1 | Read and comprehend grade-level complex texts proficiently. | pages 21 (Explore Overview), 107B (Dig In, 4th and 5th paragraph), 429B (Dig In, 7th paragraph) and 507B (Dig In, 6th and 7th paragraph) | |
| ELA.K12.EE.3.1 | Make inferences to support comprehension. | 45B (Laurie’s Notes, Dig In), 245B (MTR 5 paragraph), 288A (Laurie’s Notes, 2nd paragraph), and 701B (MTR 2 Make a Connection paragraph) | |
| ELA.K12.EE.4.1 | Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations. | pages 204A (MTR 4 Justify a Result paragraph), 522A (Where Are We In Our Learning), 602A (Vocabulary Activity), and 716A (Closure) | |
| ELA.K12.EE.5.1 | Use the accepted rules governing a specific format to create quality work. | pages 49 (Extend Student Learning, Visual-Spatial paragraph), 65 (Cross-Curricular Connections, Language Arts), 639 (Performance Task), and 744A (Alternate Chapter Assessment, Visual-Spatial) | |
| ELA.K12.EE.6.1 | Use appropriate voice and tone when speaking or writing. | pages 76 (1st callout), 239B (Dig In, 4th paragraph), 318A (Where Are We In Our Learning), and 538 (MTR 7 callout) | |
| ELD.K12.ELL.MA.1 | English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. | pages 34A (English Language Learner Support), 167B (English Language Learner Support), 560A (English Language Learner Support), and 690A (English Language Learner Support) | |
| ELD.K12.ELL.SI.1 | English language learners communicate for social and instructional purposes within the school setting. | pages 6A (Laurie’s Notes, 3rd paragraph), 280A (Laurie’s Notes, 3rd paragraph), 432A (Laurie’s Notes, 3rd paragraph) and 601E (Launch the Chapter with Real-Life, 2nd paragraph) | |