All Lessons

(C) Explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences.

(Y1) Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)

K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

(3) Number and operations. The student applies mathematical process standards to develop an understanding of addition and subtraction situations in order to solve problems.

(B) Solve word problems using objects and drawings to find sums up to 10 and differences within 10

(Y1) Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)

K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

(I) Compose and decompose numbers up to 10 with objects and pictures.

(Y1) Count collections to 100 by partitioning numbers using place value (ACMNA014)

K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

(I) Compose and decompose numbers up to 10 with objects and pictures.

(Y1) Count collections to 100 by partitioning numbers using place value (ACMNA014)

K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

(A) Give an example of a measurable attribute of a given object, including length, capacity, and weight

(B) Compare two objects with a common measurable attribute to see which object has more of/less of the attribute and describe the difference.

K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

(B) Compare two objects with a common measurable attribute to see which object has more of/less of the attribute and describe the difference.

(F) Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006)

K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

(E) Classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size

(F) Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005)

K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

(A) Give an example of a measurable attribute of a given object, including length, capacity, and weight

(B) Compare two objects with a common measurable attribute to see which object has more of/less of the attribute and describe the difference.

K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

(B) Compare two objects with a common measurable attribute to see which object has more of/less of the attribute and describe the difference.

(F) Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006)

K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

(A) Identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles

(D) Identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably

(E) Classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size

K.G.2 Correctly name shapes regardless of their orientations or overall size.

(A) Identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles

K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).

(B) Identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world

(F) Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005)

K.G.3 Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").