# Summary of Skills

Age 6-8 - Concept 5: Math

## Unit 1: Number Sense

### Math

- Attend to precision
- Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
- Construct viable arguments and critique the reasoning of others
- Count within 1000; skip-count by 5s, 10s, and 100s
- Create visual patterns
- Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends
- Distinguish between patterns and non-patterns
- Identify patterns in the real world
- Make sense of problems and persevere in solving them
- Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900
- Model with mathematics
- Reason abstractly and quantitatively
- Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, etc.
- Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems

## Unit 2: Addition and Subtraction/Fact Power!

### Math

- Explain why addition and subtraction strategies work, using place value and the properties of operations
- Fluently add and subtract within 20 using mental strategies
- Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers
- Generate and solve problem situations
- Represent whole-number sums and differences on a number line diagram
- Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem
- Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends

## Unit 3: Geometry

### Math

- Copy and create images using shapes
- Describe equal shares using the words halves, thirds, and fourths and describe the whole as two halves, three thirds, four fourths
- Distinguish regular and irregular shapes
- Distinguish squares and rectangles
- Identify the parts of polygons
- Identify the parts of solids
- Identify triangles, squares, rectangles, pentagons, hexagons, and other polygons
- Partition circles and rectangles into two, three, or four equal shares
- Recognize and create shapes
- Recognize and create shapes having specified attributes
- Recognize and create shapes having specified attributes, such as a given number of angles
- Recognize and create solids
- Recognize and use knowledge of attributes
- Understand that a circle is not a polygon
- Use shapes and solids to create pictures/images

## Unit 4: Place Value I

### Math

- Add and subtract two-digit numbers
- Add one-digit and two-digit numbers
- Add two-digit numbers
- Apply mental math strategies
- Compare three-digit numbers
- Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits
- Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons
- Count within 1000
- Mentally add 10 and multiples of 10 to any number
- Mentally subtract 10 from any number
- Read and write numbers to 1000
- Read and write numbers to 1000 using base-ten numerals, number names, and expanded form
- Skip count by 100s
- Skip-count by 5s, 10s, and 100s
- Subtract two-digit numbers
- Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones
- Understand the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones)

## Unit 5: Measurement: Length

### Math

- Create using measurement
- Estimate lengths using units of inches, feet, centimeters, and meters
- Generate measurement data by measuring lengths of several objects to the nearest whole unit
- Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes
- Measure the length of an object twice
- Measure the length of an object twice, using length units of different lengths for the two measurements
- Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit
- Read and write numbers to 1000
- Show measurement data by making a line plot
- Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones
- Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units

## Unit 6: Place Value II

### Math

- Add and subtract within 1000
- Add up to four two-digit numbers
- Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons
- Count within 1000
- Fluently add and subtract within 100
- Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction
- Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900
- Read and write numbers to 1000
- Read and write numbers to 1000 using base-ten numerals, number names, and expanded form
- Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones

## Unit 7: Telling Time

### Math

- Add and subtract within 1000
- Relate time to daily activities
- Relate times to daily activities
- Sequence times
- Tell and write time from analog and digital clocks to the nearest five minutes, using AM and PM

## Unit 8: Money

### Math

- Add and subtract within 1000
- Compare amounts of money
- Count cent and dollar amounts
- Mentally add 100 to a given number 100-900 and mentally subtract 100 from a given number 100-900
- Show cent and dollar amounts
- Show equal amounts of money in different ways
- Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately
- Tell and write time from analog and digital clocks to the nearest five minutes

## Unit 9: Data and Graphing

### Math

- Collect data
- Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories
- Generate measurement data by measuring lengths of several objects to the nearest whole unit
- Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units
- Solve simple put-together, take-apart, and compare problems using information presented in a bar graph

## Unit 10: Skills Review

### Math

- Add and subtract within 1000
- Compare two three-digit numbers
- Count within 1000; skip count by 10s and 100s
- Estimate lengths using inches, feet, centimeters, and meters
- Identify triangles, quadrilaterals, pentagons, hexagons, and cubes
- Measure the length of an object by using the appropriate tools
- Mentally add and subtract 10 and 100 to and from a given number 100-900
- Partition circles and rectangles into two, three, and four equal shares, using the words halves, thirds, quarters/fourths
- Read and write numbers to 1000 using base-ten numerals, number names, and expanded form
- Recognize and draw shapes having given attributes
- Show cent and dollar amounts
- Tell, write, and show times to the nearest five minutes