Mathematics 1st Grade Math

Strategies for counting
The learner will be able to use efficient strategies to count a given set of objects in groups of 10 up to 100.

Strand	Bloom's	Scope	Hours	Source
Number Sense: Whole Numbers		Master	1.0	2004 Arkansas Mathematics Frameworks NO.1.1.1

Instructional Resources

-	Growing With Mathematics, Investigations [Textbook]. 1.1: The First Day of School; 1.2: Counting to Twenty; 1.3: Counting and Sight Recognition; 8.14: Comparing Two-Digit Numbers; 8.15: Ordering Two-Digit Numbers;

Represent whole numbers in multiple ways
The learner will be able to represent a whole number less than 15 in all possible ways using composition and decomposition Composition: 10 can be made by combining 1 and 9, 2 and 8, 3 and 7, 4 and 6, 5 and 5. Decoomposition: 10 can be separated into 1 and 9, 2 and 8, 3 and 7, 4 and 6, 5 and 5.

Strand	Bloom's	Scope	Hours	Source
Number Sense: Whole Numbers		Master	1.0	2004 Arkansas Mathematics Frameworks NO1.1.2

Instructional Resources

Growing With Mathematics, Investigations [Textbook]. 1.6: Counting on from Five; 1.13: Describing Two Parts and the Total; 1.14: Finding Two Parts that Total Ten; 1.15: Solve a "Part-Part-Total" Problem; 2.9: Exploring Addition Patterns; 6.7: Matching Representations of Numbers; 7.6: Using Cups to Measure Capacity;

Connect physical to quantity
The learner will be able to connect various physical models and representations to the quantities they represent using number names, numerals, and number words to 20 with and without appropriate technology.

Strand	Bloom's	Scope	Hours	Source
Number Sense: Whole Numbers		Master	1.0	2004 Arkansas Mathematics Frameworks NO.1.1.3

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 1.2: Counting to Twenty; 1.3: Counting and Sight Recognition; 1.4: Reviewing Numerals to 10; 1.5: Reading and Writing Numerals; 1.6: Counting on From Five; 1.9: Ordering Numbers; 2.3: Combining Two Parts to Make a Total; 2.5: Establishing Ten as a Benchmark; 4.2: Reading and Writing Teen Numbers; 6.8: Working with "Sound-Alike" Numbers; 8.14: Comparing Two-Digit Numbers; 8.15: Ordering Two-Digit Numbers;

Represent numbers in various forms
The learner will be able to represent numbers to 20 in various forms. Ex. 2 rods, 2 bundles of 10, tally marks, a rod and 10 units.

Strand	Bloom's	Scope	Hours	Source
Number Sense: Whole Numbers		Master	1.0	2004 Arkansas Mathematics Frameworks NO.1.1.4

Instructional Resources

Growing With Mathematics, Investigations [Textbook]. 1.1: The First Day of School; 1.6: Counting on From Five; 1.14: Finding Two Parts that Total Ten; 2.6: Recording and Interpeting Data; 4.1: Representing Teen Numbers; 4.2: Reading and Writing Teen Numbers; 6.6: Working with Dimes and Pennies; 6.8: Working with "Sound-Alike" Numbers; '

Models of place value
The learner will be able to use multiple models to develop understandings of place value including tens and ones. Ex. Pictures of base 10 blocks to show 23 will be ____ tens and _____ ones = ____.

Strand	Bloom's	Scope	Hours	Source
Number Sense: Whole Numbers		Master	1.0	2004 Arkansas Mathematics Frameworks NO. 1.1.5

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 2.5: Establishing Ten as a Benchmark; 4.1: Representing Teen Numbers; 4.2: Reading and Writing Teen Numbers; 4.13: Exploring Place-Value Patterns; 6.2: Working with Multiples of 10; 6.3: Adding Multiples of 10; 6.4: Describing a Number as Tens and Ones; 6.5: Reading and Writing Numerals: 6.6: Working with Dimes and Pennies; 6.7: Matching Representations of Numbers; 6.8: Working with "Sound-Alike" Numbers; 6.10: Focusing on Place Value; 8.12: Counting On with Dimes and Pennies; 8.13: Counting On By Tens and Ones; 8.14: Comparing Two-Digit Numbers; 8.15: Ordering Two-Digit Numbers; 10.14: Finding 1 or 10 More or Less;

Recognize number sets without counting
The learner will be able to recognize the number or quantity of sets up to 10 without counting, regardless of arrangement.

Strand	Bloom's	Scope	Hours	Source
Number Sense: Whole Numbers		Master	1.0	2004 Arkansas Mathematics Frameworks NO.1.1.6

Instructional Resources

Growing With Mathematics, Investigations [Textbook]. 1.2: Counting to Twenty; 1.3: Counting and Sight Recognition; 1.4: Reviewing Numerals to 10; 1.5: Reading ans Writing Numerals; 1.8: Compare Numbers; 1.9: Ordering Numbers; 1.14: Finding Two Parts that Total Ten; 2.1: Reviewing Addition Language; 2.5: Establishing Ten as a Benchmark;

Relative position using ordinal numbers
The learner will be able to determine relative position using ordinal numbers (first through twelfth).

Strand	Bloom's	Scope	Hours	Source
Number Sense: Whole Numbers		Master	1.0	2004 Arkansas Mathematics Frameworks NO.1.1.8

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 4.8: Using Numbers to Describe a Pattern; 6.1: Working with Ordinal Numbers; 10.15: Rounding Numbers to the Nearest 10;

Compare numbers
The learner will be able to compare 2 numbers, with less than 12 in each set, using objects and pictures with and without appropriate technology. Ex. Set A (XXXXXX) Set B (OOO).

Strand	Bloom's	Scope	Hours	Source
Number Sense: Whole Numbers		Master	1.0	2004 Arkansas Mathematics Frameworks NO. 1.1.9

Instructional Resources

-	Growing With Mathematics, Investigations [Textbook]. 1.1: The First Day of School; 1.3: Counting and Sight Recognition; 1.8: Compare Numbers; 4.3: Comparing Numbers; 4.4: Ordering Numbers;

Use mathematical language to compare
The learner will be able to compare 2 numbers, less than 100 using mathematical language of greater than, equal to (same amount as), less than.

Strand	Bloom's	Scope	Hours	Source
Number Sense: Whole Numbers		Master	1.0	2004 Arkansas Mathematics Frameworks NO.1.1.10

Instructional Resources

Growing With Mathematics, Investigations [Textbook]. 1.1: The First Day of School; 1.2: Counting to Twenty; 1.5: Reading and Writing Numerals; 1.8: Compare Numbers; 1.9: Ordering Numbers; 2.4: Introducing the = Sign; 2.6: Recording and Interpeting Data; 2.9: Exploring Addition Patterns; 4.3: Comparing Numbers; 4.4: Ordering Numbers; 4.13: Exploring Place-Value Patterns; 6.2: Working with Multiples of 10; 6.4: Describing a Number as Tens and Ones; 6.10: Focusing on Place Value; 8.14: Comparing Two-Digit Numbers; 8.15: Ordering Two-Digit Numbers; 10.13: Comparing and Ordering Amounts; 10.14: Finding 1 or 10 More or Less

Relative position of a number
The learner will be able to communicate the relative position of any number less than 20 (18 is less than 20 and greater than 12).

Strand	Bloom's	Scope	Hours	Source
Number Sense: Rational Numbers		Master	1.0	2004 Arkansas Mathematics Frameworks NO.1.1.11

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 1.9: Ordering Numbers; 2.5: Establishing Ten as a Benchmark; 2.6: Recording and Interpeting Data; 4.3: Comparing Numbers; 4.4: Ordering Numbers;

Represent common fractions
The learner will be able to represent commonly used fractions using words and physical models for halves, thirds and fourths. Ex. 1. Recognize that fractions are represented by equal parts of a whole. 2. Identify and illustrate parts of sets of objects.

Strand	Bloom's	Scope	Hours	Source
Number Sense: Rational Numbers		Master	1.0	2004 Arkansas Mathematics Frameworks NO. 1.1.12

Instructional Resources

-	Growing With Mathematics, Investigations [Textbook]. 11.8: Finding Half of Number of Objects; 11.9: Modeling One-Half and One-Fourth; 11.10: Working with One-Half; 11.11: Finding the Whole from One-Half;

Count forward or backward
The learner will be able to count on (forward) and back (backward) using physical models or a number line starting at any whole number up to fifty.

Strand	Bloom's	Scope	Hours	Source
Prop. of Number Operations: # Theory		Master	1.0	2004 Arkansas Mathematics Frameworks NO.2.1.1

Instructional Resources

Growing With Mathematics, Investigations [Textbook]. 1.6: Counting on From Five; 1.13: Describing Two Parts and the Total; 2.1: Reviewing Addition Language; 2.3: Combining Two Parts to Make a Total; 2.4: Introducing the = Sign; 2.7: Counting On to Add; 2.8: Practicing Count-On Addition Facts; 2.9: Exploring Addition Patterns; 2.10: Reviewing Subtraction as "Take Away"; 2.11: Enriching Subtraction Language; 2.12: Writing Subtraction Number Stories; 2.13: Developing Models for Subtraction; 2.14: Consolidating Subtraction Concepts; 2.15: Relating Addition and Subtraction; 3.5: Counting On to Add; 5.3: Adding 1, 2, or 3 to a Teen Number;

Growing With Mathematics, Investigations: [Textbook]. 5.7: Using the Language of Subtraction; 5.8: Introducing the - Sign; 5.9: Completing Subtraction Sentences; 8.10: Counting Back to Subtract; 8.11: Counting On to Subtract; 8.12: Counting On with Dimes and Pennies; 8.13: Counting On By Tens and Ones; 11.1: Counting by Fives; 11.2: Counting by Twos and Threes;

Commutative and identify properties
The learner will be able to develop and understanding of the commutative (turn around facts) and identity (+0) properties of addition using objects.

Strand	Bloom's	Scope	Hours	Source
Prop. of Number Operations: # Theory		Master	1.0	2004 Arkansas Mathematics Frameworks NO.2.1.2.

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 1.14: Finding Two Parts that Total Ten; 1.15: Solve a "Part-Part-Total" Problem; 2.1: Reviewing Addition Language; 2.2: Introducing the + Sign; 2.3: Combining Two Parts to Make a Total; 5.1: Writing Related Addition Sentences; 5.2: Using the "Turnaround" Idea to Add; 5.3: Adding 1, 2, or 3 to a Teen Number; 5.5: Adding More that Two Numbers; 8.1: Reviewing Addition and Subtraction; 8.4: Using a Double Plus 2 Strategy to Add; 8.5: Solving Addition Problems;

Apply number theory
The learner will be able to apply number theory by: 1. Determine if a 1-digit number is odd or even. 2. Use the terms sum and difference in appropriate context. 3. Use conventional symbols (+, -, =) to represent the operations of addition and subtraction.

Strand	Bloom's	Scope	Hours	Source
Prop. of Number Operations: # Theory		Master	1.0	2004 Arkansas Mathematics Frameworks NO.2.1.3

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 2.2: Introducing the + Sign; 2.4: Introducing the = Sign; 2.9: Exploring Addition Patterns; 2.15: Relating Addition and Subtraction; 4.10: Working with Odd and Even Numbers; 5.1: Writing Related Addition Sentences; 8.5: Solving Addition Problems; 8.9: Using Vertical Form for Subtraction; 12.2: Working With the Basic Addition Facts;

Demonstrate meaning of add and subtract
The learner will be able to use physical, pictorial and symbolic models to demonstrate various meanings of addition and subtraction. See Appendix 2004 Arkansas Mathematics Frameworks for examples.

Strand	Bloom's	Scope	Hours	Source
Prop. of Number Operations: Whole # Op.		Master	1.0	2004 Arkansas Mathematics Frameworks NO.2.1.4

Instructional Resources

Growing With Mathematics, Investigations [Textbook]. 1.6: Counting on From Five; 2.1: Reviewing Addition Language; 2.2: Introducing the + Sign; 2.7: Counting On to Add; 2.8: Practicing Count-On Addition Facts; 2.9: Exploring Addition Patterns; 2.10: Reviewing Subtraction as "Take Away"; 2.11: Enriching Subtraction Language; 2.12: Writing Subtraction Number Stories; 2.13: Developing Models for Subtraction; 2.14: Consolidating Subtraction Concepts; 2.15: Relating Addition and Subtraction; 3.5: Counting On to Add; 5.1: Writing Related Addition Sentences; 5.2: Using the "Turnaround" Idea to Add; 5.3: Adding 1, 2, or 3 to a Teen Number;

Growing With Mathematics, Investigations: [Textbook]. 5.4: Finding Parts Equal to a Given Whole; 5.7: Using the Language of Subtraction; 5.8: Introducing the - Sign; 5.9: Completing Subtraction Sentences; 5.12: Writing Related Subtraction Facts; 6.4: Describing a Number as Tens and Ones; 6.4: Describing a Number as Tens and Ones; 6.7: Matching Representations of Numbers; 8.1: Reviewing Addition and Subtraction; 10.1: Investigating Number Patterns; 10.2: Using a Known Fact to Add; 10.3: Using the "Make Ten" Strategy to Add; 10.5: Writing "Count On " Facts; 10.7: Introducing "Difference" Subtraction; 10.8: Using Subtraction to Compare Data; 10.10: Solving Problems Involving Money;

Solve contextual problems by + or -
The learner will be able to identify and use relationships between addition and subtraction to solve problems in contextual situations involving whole numbers.

Strand	Bloom's	Scope	Hours	Source
Prop. of Number Operations: Whole # Op.		Master	1.0	2004 Arkansas Mathematics Frameworks NO.2.1.5

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 2.15: Relating Addition and Subtraction; 5.11: Relating Addition and Subtraction; 5.13: Writing Families of Facts; 5.14: Solving Story Problems; 8.1: Reviewing Addition and Subtraction; 10.5: Writing "Count On " Facts; 10.6: Writing "Near Double" Fact Families; 12.1: Deciding Whether to Add or Subtract; 12.3: Finding the "Missing Addend" ; 12.4: Working With Fact Families;

Represent division as sharing equally
The learner will be able to model and represent division as sharing equally in contextual situations. Ex. Sharing cookies equally among four children.

Strand	Bloom's	Scope	Hours	Source
Prop. of Number Operations: Whole # Op.		Master	1.0	2004 Arkansas Mathematics Frameworks NO .2.1.6

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 4.10: Working with Odd and Even Numbers; 11.5: Sharing Between Two; 11.6: Sharing to Make Equal Groups; 11.7: Making Groups of a Given Size; 11.8: Finding Half of Number of Objects; 11.9: Modeling One-Half and One-Fourth; 11.10: Working with One-Half; 11.11: Finding the Whole from One-Half;

Basic addition facts
The learner will be able to develop strategies for basic addition facts 1. Counting all 2. Counting on. 3. One more, two more 4. Doubles 5. Doubles plus one or minus one 6. Make ten 7. Using ten frames 8. Identity Property (adding zero).

Strand	Bloom's	Scope	Hours	Source
# Op. & Estimation: Comp. Fluency: +		Master	1.0	2004 Arkansas Mathematics Frameworks NO.3.1.1

Instructional Resources

Growing With Mathematics, Investigations [Textbook]. 1.6: Counting on From Five; 1.13: Describing Two Parts and the Total; 1.14: Finding Two Parts that Total Ten; 1.15: Solve a "Part-Part-Total" Problem; 2.1: Reviewing Addition Language; 2.7: Counting On to Add; 2.8: Practicing Count-On Addition Facts; 4.15: Working With Doubles; 5.3: Adding 1, 2, or 3 to a Teen Number;5.4: Finding Parts Equal to a Given Whole; 5.5: Adding More that Two Numbers; 5.6: Introducing Vertical Recording; 5.10: Creating Addition Stories; 6.3: Adding Multiples of 10; 8.1: Reviewing Addition and Subtraction; 8.2: Doubling Numbers; 8.3: Using a Double Plus 1 Strategy to Add; 8.4: Using a Double Plus 2 Strategy to Add;

Growing With Mathematics, Investigations: [Textbook]. 8.6: Introducing "Missing Addend" Problems; 8.7: Using "Missing Addend" Subtraction; 10.2: Using a Known Fact to Add; 10.3: Using the "Make Ten" Strategy to Add; 10.4: Relating Addition and Subtraction; 10.5: Writing "Count On " Facts; 10.6: Writing "Near Double" Fact Families; 11.4: Adding Equal Groups; 12.1: Deciding Whether to Add or Subtract; 12.2: Working With the Basic Addition Facts; 12.3: Finding the "Missing Addend" ; 12.9: Adding Two Multiples of Ten; 12.11: Adding a Multiple of Ten; 12.14: Adding Two-Digit Numbers;

Basic subtraction facts
The learner will be able to develop strategies for basic subtraction facts. 1. relating to addition (Ex. think of 7 - 3 = __ as "3 + ____ = 7") 2. One less, two less 3. All but one (Ex. 9 - 8 , 6 - 5) 4. Using ten frames of the answers.

Strand	Bloom's	Scope	Hours	Source
# Op. & Estimation: Comp. Fluency: +		Master	1.0	2004 Arkansas Mathematics Frameworks NO .3.1.2

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 2.10: Reviewing Subtraction as "Take Away"; 2.11: Enriching Subtraction Language; 2.12: Writing Subtraction Number Stories; 2.13: Developing Models for Subtraction; 2.14: Consolidating Subtraction Concepts; 5.7: Using the Language of Subtraction; 5.8: Introducing the - Sign; 5.9: Completing Subtraction Sentences; 5.12: Writing Related Subtraction Facts; 8.1: Reviewing Addition and Subtraction; 8.5: Solving Addition Problems; 8.7: Using "Missing Addend" Subtraction; 8.8: Solving Subtraction Problems; ; 8.9: Using Vertical Form for Subtraction; 8.10: Counting Back to Subtract; 8.11: Counting On to Subtract;

Solve problems using variety of methods
The learner will be able to solve problems by using a variety of methods and tools (e.g., objects, mental computations, paper and pencil and with and without appropriate technology).

Strand	Bloom's	Scope	Hours	Source
# Op. & Estimation: App. of Computat		Master	1.0	2004 Arkansas Mathematics Frameworks NO.3.1.3

Instructional Resources

Growing With Mathematics, Investigations [Textbook]. 1.1: The First Day of School; 1.7: Interpreting Data on a Tally Chart; 2.6: Recording and Interpeting Data; 2.10: Reviewing Subtraction as "Take Away"; 2.11: Enriching Subtraction Language; 2.12: Writing Subtraction Number Stories; 2.13: Developing Models for Subtraction; 2.14: Consolidating Subtraction Concepts; 4.1: Representing Teen Numbers; 4.15: Working With Doubles; 5.4: Finding Parts Equal to a Given Whole; 5.12: Writing Related Subtraction Facts; 6.2: Working with Multiples of 10; 6.3: Adding Multiples of 10; 6.4: Describing a Number as Tens and Ones; 7.7: Measuring Capacity in Different Units; 10.1: Investigating Number Patterns;

Growing With Mathematics, Investigations: [Textbook]. 10.12: Showing Amounts in Different Ways; 11.3: Describing Equal Groups; 11.5: Sharing Between Two; 11.6: Sharing to Make Equal Groups; 11.7: Making Groups of a Given Size; 11.8: Finding Half of Number of Objects; 11.9: Modeling One-Half and One-Fourth; 11.10: Working with One-Half; 11.11: Finding the Whole from One-Half; 12.4: Working With Fact Families; 12.8: Counting by Twos, Fives, and Tens; 12.11: Adding a Multiple of Ten; 12.15: Subtracting Two-digit Numbers;

Sort & classify objects by attribute
The learner will be able to sort and classify objects by one or two attributes in more than one way.

Strand	Bloom's	Scope	Hours	Source
Patterns,Relations, Functions:Sort/Class		Master	1.0	2004 Arkansas Mathematics Frameworks A.4.1.1

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 1.7: Interpreting Data on a Tally Chart; 1.13: Describing Two Parts and the Total; 4.5: Describing and Extending Patterns; 4.6: Showing a Pattern in Different Ways; 4.7: Creating and "Generalizing" Patterns;

Patterns in the environment
The learner will be able to identify and describe patterns in the environment.

Strand	Bloom's	Scope	Hours	Source
Patterns,Relations,Functions:Patterns		Master	1.0	2004 Arkansas Mathematics Frameworks A.4.1.2

Instructional Resources

Growing With Mathematics, Investigations [Textbook]. 1.10: Describing and Copying Patterns; 1.11: Identifying a "Repeat" in a Pattern; 4.5: Describing and Extending Patterns; 4.6: Showing a Pattern in Different Ways; 4.7: Creating and "Generalizing" Patterns; 4.8: Using Numbers to Describe a Pattern; 10.1: Investigating Number Patterns;

Use patterns to count
The learner will be able to use patterns to count forward and backward when given a number less than or equal to 50.

Strand	Bloom's	Scope	Hours	Source
Patterns,Relations,Functions:Patterns		Master	1.0	2004 Arkansas Mathematics Frameworks A.4.1.3

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 4.9: Introducing Patterns That Grow; 4.10: Working with Odd and Even Numbers; 4.11: Skip Counting by Twos; 4.12: Counting Back By Ones or Twos; 4.14: Using Number Patterns to Help Add; 10.9: Adding Two Amounts of Money; 11.1: Counting by Fives; 11.3: Describing Equal Groups;

Skip-counting patterns
The learner will be able to identify, describe and extend skip-counting patterns by 2's.

Strand	Bloom's	Scope	Hours	Source
Patterns,Relations,Functions:Patterns		Master	1.0	2004 Arkansas Mathematics Frameworks A.4.1.4

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 4.9: Introducing Patterns That Grow; 4.10: Working with Odd and Even Numbers; 4.11: Skip Counting by Twos; 4.12: Counting Back By Ones or Twos; 4.14: Using Number Patterns to Help Add; 10.4: Relating Addition and Subtraction; 11.1: Counting by Fives; 11.2: Counting by Twos and Threes; 12.8: Counting by Twos, Fives, and Tens;

Identify one more, one less
The learner will be able to identify a number that is one more or one less than any whole number less than 100.

Strand	Bloom's	Scope	Hours	Source
Patterns,Relations,Functions:Patterns		Master	1.0	2004 Arkansas Mathematics Frameworks A.4.1.5

Instructional Resources

Growing With Mathematics, Investigations [Textbook]. 1.1: The First Day of School; 1.2: Counting to Twenty; Reviewing Numerals to 10; 1.5: Reading and Writing Numerals; 2.5: Establishing Ten as a Benchmark; 3.1: Telling the Time; 3.2: Showing On-the-Hour Time; 4.13: Exploring Place-Value Patterns; 4.14: Using Number Patterns to Help Add; 8.2: Doubling Numbers; 8.10: Counting Back to Subtract; 8.11: Counting On to Subtract; 10.14: Finding 1 or 10 More or Less

Create and extend patterns
The learner will be able to recognize, extend and create simple repeating and growing patterns using a wide variety of materials and describe them using words, pictures or symbols.

Strand	Bloom's	Scope	Hours	Source
Patterns,Relations,Functions:Patterns		Master	1.0	2004 Arkansas Mathematics Frameworks A.4.1.6

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 1.10: Describing and Copying Patterns; 1.11: Identifying a "Repeat" in a Pattern; 2.9: Exploring Addition Patterns; 4.5: Describing and Extending Patterns; 4.6: Showing a Pattern in Different Ways; 4.7: Creating and "Generalizing" Patterns; 4.8: Using Numbers to Describe a Pattern; 4.9: Introducing Patterns That Grow; 4.10: Working with Odd and Even Numbers; 4.11: Skip Counting by Twos; 4.12: Counting Back By Ones or Twos; 4.13: Exploring Place-Value Patterns; 4.14: Using Number Patterns to Help Add; 10.1: Investigating Number Patterns; 11.1: Counting by Fives; 11.2: Counting by Twos and Threes; 11.3: Describing Equal Groups;

Use and write number sentences
The learner will be able to select and/or write number sentences to find the unknown in problem-solving contexts involving single-digit addition and subtraction using appropriate labels. Ex. Bob had 5 baseball cards. His friend gave him some more. Now he has seven cards. How many cards did his friend give him.

Strand	Bloom's	Scope	Hours	Source
Alg. Rep.:Expressions,Equations,Inequal.		Master	1.0	2004 Arkansas Mathematics Frameworks A.5.1.1

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 5.1: Writing Related Addition Sentences; 5.2: Using the "Turnaround" Idea to Add; 5.4: Finding Parts Equal to a Given Whole; 5.6: Introducing Vertical Recording; 5.8: Introducing the - Sign; 5.9: Completing Subtraction Sentences; 5.10: Creating Addition Stories; 5.11: Relating Addition and Subtraction; 5.12: Writing Related Subtraction Facts; 5.13: Writing Families of Facts;5.14: Solving Story Problems; 8.2: Doubling Numbers; 8.3: Using a Double Plus 1 Strategy to Add; 8.6: Introducing "Missing Addend" Problems; 8.7: Using "Missing Addend" Subtraction; 8.8: Solving Subtraction Problems; 10.2: Using a Known Fact to Add;

Meaning of =
The learner will be able to recognize that "=" indicates a relationship in which the quantities on each side of an equation are equal. Ex. 3 + 2 = 4 + 1.

Strand	Bloom's	Scope	Hours	Source
Alg. Rep.:Expressions,Equations,Inequal.		Master	1.0	2004 Arkansas Mathematics Frameworks A.5.1.2

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 8.6: Introducing "Missing Addend" Problems; 8.7: Using "Missing Addend" Subtraction; ; 8.9: Using Vertical Form for Subtraction;

Symbols represent missing value
The learner will be able to recognize that symbols such as square, triangle and diamond (use actual symbol) in an addition or subtraction equation, represent a missing value that will make the statement true Ex. square + 3 = 6 ; 5 + 7 = triangle ; 4 = 5 - diamond.

Strand	Bloom's	Scope	Hours	Source
Alg. Rep.:Expressions,Equations,Inequal.		Master	1.0	2004 Arkansas Mathematics Frameworks A.5.1.3

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 8.6: Introducing "Missing Addend" Problems; 8.7: Using "Missing Addend" Subtraction;

Table or chart to organize information
The learner will be able to explore the use of a chart or table to organize information and to understand relationships. See 2004 Arkansas Mathematics Frameworks for an example of a table.

Strand	Bloom's	Scope	Hours	Source
Algebraic Models and Relationships		Master	1.0	2004 Arkansas Mathematics Frameworks A.6.1.1

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 1.7: Interpreting Data on a Tally Chart; 1.15: Solve a "Part-Part-Total" Problem; 2.6: Recording and Interpeting Data; 5.15: Analyzing and Comparing Data; 7.10: Solving Problems Involving Weight; 10.4: Relating Addition and Subtraction;

Interpret qualitative change
The learner will be able to interpret qualitative change. Example: Changes in seasons, temperature, height, etc. "Today is colder than yesterday, so I need to wear a jacket.".

Strand	Bloom's	Scope	Hours	Source
Analysis of Change: Analyze Change		Master	1.0	2004 Arkansas Mathematics Frameworks A.7.1.1

3 - D solids
The learner will be able to compare 3 - D solids (sphere, cube, rectangular prism, cone, and cylinder) by investigating their physical characteristics.

Strand	Bloom's	Scope	Hours	Source
Geometric Properties: 3 - D		Master	1.0	2004 Arkansas Mathematics Frameworks G.8.1.1

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 7.2: Naming and Describing 3-D Shapes; 7.3: Identifying the Faces of 3-D Shapes; 7.4: Describing Attributes of 3-D Shapes;

3 - D in the environment
The learner will be able to investigate the presence of three-dimensional objects in the environment.

Strand	Bloom's	Scope	Hours	Source
Geometric Properties: 3 - D		Master	1.0	2004 Arkansas Mathematics Frameworks G.8.1.2

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 7.2: Naming and Describing 3-D Shapes; 7.3: Identifying the Faces of 3-D Shapes; 7.4: Describing Attributes of 3-D Shapes;

Geometric figures
The learner will be able to compare and make geometric figures (triangle, rectangle (including square), and circle) by investigating their physical charateristics independent of position or size. See 2004 Arkansas Mathematics Frameworks for pictorial examples.

Strand	Bloom's	Scope	Hours	Source
Geometric Properties: 2 - D		Master	1.0	2004 Arkansas Mathematics Frameworks G.8.1.3

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 1.10: Describing and Copying Patterns; 1.11: Identifying a "Repeat" in a Pattern; 4.6: Showing a Pattern in Different Ways; 4.7: Creating and "Generalizing" Patterns; 7.1: Reviewing 2-D Shapes; 7.3: Identifying the Faces of 3-D Shapes; 9.1: Comparing 2-D Shapes; 9.2: Sorting and Classifying 2-D Shapes; 9.5: Dissecting 2-D Shapes; 9.6: Finding and Describing Symmetry;

Line of symmetry
The learner will be able to identify a line or lines of symmetry in two-dimensional figures and justify by folding. See 2004 Arkansas Mathematics Frameworks for example.

Strand	Bloom's	Scope	Hours	Source
Transformations of Shapes:Symmetry&T		Master	1.0	2004 Arkansas Mathematics Frameworks G.9.1.1

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 9.2: Sorting and Classifying 2-D Shapes; 9.6: Finding and Describing Symmetry; 9.7: Visualizing Symmetrical Shapes;

Slides, flips, turns
The learner will be able to manipulate two-dimensional figures through slides, flips, and turns.

Strand	Bloom's	Scope	Hours	Source
Transformations of Shapes:Symmetry&T		Master	1.0	2004 Arkansas Mathematics Frameworks G.9.1.2

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 1.10; Describing and Copying Patterns; 1.11: Identifying a "Repeat" in a Pattern; 7.1: Reviewing 2-D Shapes; 7.4: Describing Attributes of 3-D Shapes; 9.1: Comparing 2-D Shapes; 9.2: Sorting and Classifying 2-D Shapes; 9.4: Combining 2-D Shapes; 9.6: Finding and Describing Symmetry;

Location words
The learner will be able to extend the use of location words to include distance (near, far, close to) and direction (left and right).

Strand	Bloom's	Scope	Hours	Source
Coordinate Geometry		Master	1.0	2004 Arkansas Mathematics Frameworks G.10.1.1

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 9.3: Describing Direction and Distance;

Replicate 2-dimensional figures
The learner will be able to replicate a simple two-dimensional figure from a briefly displayed example or from a description.

Strand	Bloom's	Scope	Hours	Source
Visualization & Geometric models:Spa		Master	1.0	2004 Arkansas Mathematics Frameworks G.11.1.1

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 7.1: Reviewing 2-D Shapes; 9.1: Comparing 2-D Shapes; 9.2: Sorting and Classifying 2-D Shapes; 9.4: Combining 2-D Shapes; 9.5: Dissecting 2-D Shapes; 9.6: Finding and Describing Symmetry; 9.7: Visualizing Symmetrical Shapes;

Create new figures from existing
The learner will be able to recognize that new figures can by created by combining and subdividing models of existing figures. See 2004 Arkansas Mathematics frameworks for example.

Strand	Bloom's	Scope	Hours	Source
Visualization & Geometric models:Spa		Master	1.0	2004 Arkansas Mathematics Frameworks G.11.1.2

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 7.1: Reviewing 2-D Shapes; 9.4: Combining 2-D Shapes; 9.5: Dissecting 2-D Shapes;

Days in week and month
The learner will be able to recognize the number of days in a week and the number of days in a month using a calendar.

Strand	Bloom's	Scope	Hours	Source
Physical Attributes: Time: Calendar		Master	1.0	2004 Arkansas Mathematics Frameworks M.12.1.1

Instructional Resources

-	Growing With Mathematics, Investigations [Textbook]. 1.1: The First Day of School

Comparison of units of time
The learner will be able to recognize that an hour is longer than a minute and a minute is longer than a second.

Strand	Bloom's	Scope	Hours	Source
Physical Attributes: Time: Clock		Master	1.0	2004 Arkansas Mathematics Frameworks M.12.1.3

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 1.12: Learning about the Clock; 3.1: Telling the Time; 3.2: Showing On-the-Hour Time; 11.13: Reading "Half-Past" Times; 11.14: Using a Digital Clock; 11.15: Solving Problems That Involve Time;

Attributes of money
The learner will be able to recognize and identify attributes of penny, nickel, dime, quarter, and dollar bill.

Strand	Bloom's	Scope	Hours	Source
Physical Attributes: Money		Master	1.0	2004 Arkansas Mathematics Frameworks M. 12. 1.4

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 3.3: Relating Pennies and Nickels; 8.12: Counting On with Dimes and Pennies; 10.11: Introducing the Quarter; 12.5: Representing Amounts to 99 Cents;

Values of money
The learner will be able to state the value of a penny, nickel, dime, and quarter and dollar bill.

Strand	Bloom's	Scope	Hours	Source
Physical Attributes: Money		Master	1.0	2004 Arkansas Mathematics Frameworks M. 12.1.5

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 3.3: Relating Pennies and Nickels; 3.4: Relating Pennies, Nickels and Dimes; 10.11: Introducing the Quarter; 10.12: Showing Amounts in Different Ways; 10.13: Comparing and Ordering Amounts; 12.5: Representing Amounts to 99 Cents;

Compare the value of coins
The learner will be able to compare the value of coins (pennies, nickels, dimes and quarters).

Strand	Bloom's	Scope	Hours	Source
Physical Attributes: Money		Master	1.0	2004 Arkansas Mathematics Frameworks M.12.1.6

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 3.3: Relating Pennies and Nickels; 3.4: Relating Pennies, Nickels and Dimes; 3.5: Counting On to Add; 3.6: Working With Prices in a Graph; 3.7: Solving Problems That Involve Money; 6.6: Working with Dimes and Pennies; 10.12: Showing Amounts in Different Ways; 10.13: Comparing and Ordering Amounts; 12.6: Comparing and Ordering Amounts;

Attributes & tools of measurement
The learner will be able to recognize the attributes of measurement (length, weight, capacity and mass) and identify appropriate tools used to measure each attribute.

Strand	Bloom's	Scope	Hours	Source
Physical Attributes: Tools & Attribu		Master	1.0	2004 Arkansas Mathematics Frameworks M.12.1.8

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 7.5: Comparing Capacity of Containers; 7.6: Using Cups to Measure Capacity; 7.8: Comparing the Weight of Objects; 7.9: Using Tallies to Compare Weights; 9.8: Measuring with Inches; 9.9 :Measuring with a Single Unit; 9.10: Measuring with a Ruler;

Calendar to determine elapsed time
The learner will be able to use a calendar to determine elapsed time involving a time period of one week.

Strand	Bloom's	Scope	Hours	Source
Systems of Measurement: Calendar		Master	1.0	2004 Arkansas Mathematics Frameworks M.13.1.1

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 1.1: The First Day of School

Tell time
The learner will be able to tell time to the half-hour.

Strand	Bloom's	Scope	Hours	Source
Systems of Measurement: Clock		Master	1.0	2004 Arkansas Mathematics Frameworks M.13. 1.2

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 1.12: Learning about the Clock; 3.1: Telling the Time; 3.2: Showing On-the-Hour Time; 11.13: Reading "Half-Past" Times; 11.14: Using a Digital Clock; 11.15: Solving Problems That Involve Time;

Elapsed time: Contextual situations
The learner will be able to determine elapsed time (to the hour) in contextual situations. END TIME UNKNOWN: Example: Lunch began at 11:00 and lasted 1 hour. When was lunch over? ELAPSED HOURS UNKNOWN: Example: John went to Tim's house at 3:00. He left at 5:00. How long did he stay? BEGINNING TIME UNKNOWN: Example: Mary watched a movie for 2 hours. The movie ended at 8:00. When did the movie begin.

Strand	Bloom's	Scope	Hours	Source
Systems of Measurement: Elapsed Time		Master	1.0	2004 Arkansas Mathematics Frameworks M.13.1.3

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 1.12: Learning about the Clock; 3.2: Showing On-the-Hour Time; 11.13: Reading "Half-Past" Times; 11.14: Using a Digital Clock; 11.15: Solving Problems That Involve Time;

Value of a collection of coins
The learner will be able to determine the value of a small collection of coins (with a total value up to one dollar) using 1 or 2 different types of coins, including pennies, nickels, dimes and quarters.

Strand	Bloom's	Scope	Hours	Source
Systems of Measurement: Money		Master	1.0	2004 Arkansas Mathematics Frameworks M.13.1.4

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 3.3: Relating Pennies and Nickels; 3.4: Relating Pennies, Nickels and Dimes; 3.5: Counting On to Add; 3.6: Working With Prices in a Graph; 3.7: Solving Problems That Involve Money; 10.10: Solving Problems Involving Money; 10.11: Introducing the Quarter;