A Blueprint for Learning

Dynamic Mathematics Curriculum

Format Code Explained

v Grade K

v Grade 1

v Grade 2

v Grade 3

v Grade 4

v Grade 5

v Grade 6

v Grade 7

v Grade 8

v Gateway Algebra

A Blueprint for Learning

The Blueprint for Learning is a companion document for the Tennessee Curriculum Standards which are located at www.tennessee.gov/education. Although the curriculum adopted by the State Board of Education in its entirety remains on the web for additional reference, this reformatted version makes the curriculum more accessible to classroom teachers.

Key features of the reformatted version are:

• All grades for each content area are provided in the same manual.
• The skills within each grade are identified as to whether they are introduced, developed, or have been mastered and are now being maintained at that level.
• The skills correlating with the state criterion referenced test (CRT) are also identified for classroom instruction.
• In the Language Arts section, the assessed skills (performance indicators) are identified not only for the state’s CRT in grades 3-8 but also for the writing assessment in grades 5 and 8.
• This guide makes the planning of instruction for students with varying abilities easier to accomplish.
• Teachers can plan and work together to improve school wide student achievement through curriculum integration across content areas and grade levels.
• Teachers can identify current grade level skills as well as those needed to prepare students for the next year.

Skills are coded and identified as Introduced (I), Developing (D), State CRT and Writing Assessed (A), and Mastered and Maintained (M).

• Introduced (I) skills are new skills presented at that grade level. Even though a skill is considered introduced at a grade level, some development would also occur.
• Developing (D) skills are skills that have been introduced at a previous grade level. At this stage of development the skills are being refined and expanded.
• Assessed (A) skills are those skills that are correlated to the state performance indicators for the CRT portion of the achievement test (grades 3-8) and the writing assessment (grades 5 and 8). The identified skills are formally assessed through the CRT; however, all skills are informally assessed in the classroom.
  
  
• For the purpose of data reporting, assessed (A) skills are grouped into categories indicating related skills and knowledge. For example, grammar, mechanics, and usage are grouped together under the grammar (G) category. Each state assessed indicator included on the Blueprint carries a legend showing that it is assessed and indicating the category in which it will be reported (e.g., Assessed/Grammar=A/G).
  
  
• Mastered and Maintained (M) indicates a skill that has been introduced, developed, and assessed. Even though a skill may be formally assessed, the development and expansion of the skill still continues.

MATHEMATICS

Kindergarten

Number and Operation

The student will identify, represent, order, and compare numbers and compute and solve problems.

Key	Reporting Category
I/D		Count how many objects are in a set (1-20).
I		Count to 50 by 1’s and 10’s.
I		Count backward from 10 to 1.
I		Match quantities up to 20 with numerals.
I/D		Identify equivalent sets of objects by one-to-one correspondence.
I		Identify and write numerals 0-20.
I		Represent quantities up to 20 on ten - frames.
I		Determine if a figure has been divided into halves.
I/D		Identify and name coins (penny, nickel, dime, quarter, and half dollar) and their values.
I		Order numbers less than 20.
I		Express the relationship between two numbers less than 20 using the words less than, more than, or equal to.
I		Identify the position of a whole number less than 20 on a number line.
I		Use the language of ordinal numbers up to tenth.
I		Use concrete objects to develop strategies for addition and subtraction of whole numbers.
I		Solve simple word problems involving whole numbers 0-10.
I		Use words, actions, pictures, or concrete objects to solve problems.
I		Use pictures or objects to show one more or one less than any number to 20.
I		Explain if the solution to a word problem is reasonable.

Algebra

The student will sort and classify objects; create, extend, and describe patterns; and represent number sentences with words, objects, and pictures.

I/D	Sort objects by color, size, shape, and kind.
I	Use mathematical terms appropriately.
I	Identify patterns in the environment, in arrangements of objects, or in pictures.
I	Recognize and extend a concrete, visual, or auditory two- or three-part repeating pattern.
I	Create and describe a simple repeating pattern of numbers or figures.
I	Use concrete objects or pictures to demonstrate addition and subtraction number sentences involving numbers 0 to 5.
I	Read and explain simple addition and subtraction number sentences.

Geometry

The student will identify, describe, and create basic shapes and describe relative positions and directions.

I	Match terms with given shapes (circles, squares, triangles, and rectangles) when shown in various positions.
I	Recognize circles, squares, triangles, and rectangles in the environment and as faces of three-dimensional objects.
I	Recognize basic properties of and similarities and differences between simple geometric figures (e.g., number of sides, corners).
I	Reproduce and create circles, squares, rectangles, and triangles.
I	Reproduce and create structures using three-dimensional shapes.
I	Combine two-dimensional shapes to make pictures.
I	Recognize and show terms of relative position and direction in a variety of situations (e.g., over, under, forward, backward, between, right, and left).

Measurement

The student will apply measurement concepts of time, length, weight, capacity, and temperature.

I	Demonstrate understanding of the concept of length.
I	Recognize and show which is larger/smaller, longer/shorter, taller/shorter, heavier/lighter or which holds more/holds less, when given two similar objects.
I/D	Use words to describe time (e.g., day, night, morning, afternoon, yesterday, today, and tomorrow).
I/D	Use words to describe temperature (e.g., hot, warm, cool, and cold).
I	Measure and estimate length of an object using a variety of nonstandard units.
I	Distinguish between light and heavy objects.
I	Recognize clocks and watches as instruments for measuring time and tell time to the hour.
I	Recognize a thermometer as a device to measure temperature.
I/D	Recognize a calendar as a way of measuring time.

Data Analysis and Probability

The student will make simple graphs using concrete objects and pictures and describe events as likely or unlikely.

I	Represent and compare data using concrete objects, pictures, and simple graphs.
I	Describe events related to students’ experiences as likely or unlikely.

MATHEMATICS

First Grade

Number and Operations

The student will identify, represent, order, and compare numbers and compute and solve problems.

Key	Reporting Category
I/D		Count by 2’s, 5’s, and 10’s to 100.
D		Count how many objects are in a set by 1’s to 100.
I		Count how many objects are in a set by 2’s, 5’s, and 10’s up to 30.
D		Count forward or backward by one beginning with any number less than 100.
I		Identify the place value of a digit in numbers to 99.
D		Read and write numerals up to 100.
I		Count by 10’s from any number using a hundreds chart.
I/D		Use concrete objects to model whole numbers to 99 (e.g., base-ten blocks, sticks, and straws).
I		Identify odd and even whole numbers to 50.
I/D		Match halves and fourths to shaded regions of a single object or figure.
I		Show 1/2 and 1/4 of a set of objects.
I		Match the spoken, written, concrete, and pictorial representations of 1/2 and 1/4.
I/D		Recognize one whole as two halves or four fourths.
I/D		Count the value of a set of coins up to 50 cents.
D		Sequence and order whole numbers less than 100.
I		Represent numbers in flexible ways using a variety of materials (e.g., 23 as 23 ones, 1 ten and 13 ones, and/or 2 tens and 3 ones).
D		Identify and use ordinal numbers up to twelfth.
I		Compare whole numbers through 100 using the appropriate symbol (e.g., <, >, and =).
I		Use a number line or hundreds grid to find one more or one less than any number to 50.
D		Explain whether the solution to a word problem is reasonable.
D		Solve simple story problems involving addition and subtraction with numbers less than 20.
I		Develop story problems that illustrate basic addition and subtraction facts.
D		Use words, actions, pictures, and concrete objects to solve problems.
D		Use pictures or objects to show one more or one less than any number to 99.
I		Estimate the number of objects in a group and explain the reasoning for the estimate.
I		Explain and justify solutions and strategies in problem solving.
I		Add and subtract up to two-digit whole numbers using various strategies (e.g., counting up or back, taking away, doubles plus one, comparison, number relationships, and modeling).
I		Use calculators in problem-solving situations.

ALGEBRA

The student will sort and classify objects; create, extend, and describe patterns; and represent number sentences with words, objects, and pictures.

D	Sort objects by two of the following attributes: color, size, shape, and kind.
I	Describe how objects in a group are alike and how they are different.
D	Identify and describe growing patterns found in literature, in the environment, in physical arrangements, and in pictures.
D	Translate a repeating pattern from one format to another (e.g., red-blue-blue to snap-clap-clap).
D	Create, describe, and extend concrete, visual, auditory, or number patterns.
I	Identify the unit of a two-part repeating pattern.
D	Show or represent number sentences, involving addition and subtraction and numbers 0-20, with concrete objects.
D	Use mathematical terms and symbols appropriately.
I	Interpret and solve simple open addition sentences, including finding the missing addend.
I	Apply the commutative property of addition.

Geometry

The student will identify, describe, and create basic shapes and describe relative positions and directions.

D	Recognize names, basic properties of, and similarities and differences between simple geometric figures (e.g., number of sides, corners).
D	Predict and describe the results of combining and taking apart two- and three-dimensional geometric figures.
D	Recognize and show terms of relative position and direction in a variety of situations (e.g., over, under, forward, backward, between, right, and left).
I	Create a figure made up of shapes from memory.
D	Identify the position of a whole number on the number line.

Measurement

The student will apply measurement concepts of time, length, weight, capacity, and temperature.

D	Compare and order objects according to length, capacity, and weight.
D	Recognize the need for standard units of measurement.
D	Demonstrate understanding of the concept of length.
D	Measure and estimate length using a variety of nonstandard units.
I	Use a ruler to measure a line segment to the nearest inch or centimeter.
I	Use scales to weigh an object to nearest pound or kilogram.
D	Recognize that a calendar is a way of measuring time.
I	Mark specified days and dates on a calendar and describe the relationship between days and months.
D	Determine time to the nearest hour and half-hour, using a standard clock.
I	Compare units of time.
D	Use a thermometer to measure temperature and determine the hotter/colder temperature by selecting the higher/lower column of two thermometers.

Data Analysis and Probability

The student will make simple graphs using concrete objects and pictures and describe events as likely or unlikely.

D	Interpret and make pictographs and bar graphs using concrete objects and pictured objects.
D	Describe events related to students’ experiences as likely or unlikely.

MATHEMATICS

Second Grade

Number and Operations

The student will identify, represent, order, and compare numbers and compute and solve problems.

Key	Reporting Category
D		Count a set of objects to 100 by 2’s, 3’s, 5’s, or 10’s. AAA Math: http://www.321know.com/g2_11ax1.htm
D		Count forward and backward by one from any number less than 999. AAA Math: http://www.321know.com/g2_11ax1.htm
D		Read and write numerals to 999. Fun Brain: (Game) http://www.funbrain.com/cgi-bin/ofm.cgi?A1=s&A3=1&A2=0 Number Nut: http://www.numbernut.com/standards_2.html
D		Identify the place value of a digit in numbers to 999. Fun Brain: (Game) http://www.funbrain.com/cgi-bin/ofm.cgi?A1=s&A3=1&A2=0
D		Identify odd and even numbers to 100. AAA Math: http://www.321know.com/g2_11ax1.htm
I		Use concrete models or pictures to show whether a fraction is less than 1/2, more than 1/2, or equal to 1/2. AAA Math: http://www.321know.com/g2_11ax1.htm
D		Match the spoken or written word names and concrete or pictorial representations (parts of regions or parts of sets of objects) of halves, thirds, and fourths. Vector Kids: Fraction Fun: http://www.vectorkids.com/vkfractions.htm
I		Compare the unit fractions 1/2, 1/3, and 1/4. AAA Math: http://www.321know.com/g2_11ax1.htm Vector Kids: Fraction Fun: http://www.vectorkids.com/vkfractions.htm Number Nut: http://www.numbernut.com/standards.html
D		Determine the value of a collection of coins up to $1.00. Vector Kids: Count Coins: http://www.vectorkids.com/vkcoincount_content.html Number Nut: http://www.numbernut.com/standards_2.html
D		Order and sequence whole numbers less than 1000. AAA Math: http://www.321know.com/g2_11ax1.htm
D		Compare two numbers using the appropriate symbol (i.e., <, >, and =). AAA Math: http://www.321know.com/g2_11ax1.htm
D		Represent numbers to 999 in flexible ways using a variety of materials (e.g., 23 as 23 ones, 1 ten and 13 ones, and/or 2 tens and 3 ones). AAA Math: http://www.321know.com/g2_11ax1.htm
D		Use and match numerals to ordinal numbers through twentieth. AAA Math: http://www.321know.com/g2_11ax1.htm
D		Develop a story problem that illustrates a given addition or subtraction number sentence. AAA Math: http://www.321know.com/g2_11ax1.htm
I		Use the number line to demonstrate addition and subtraction. AAA Math: http://www.321know.com/g2_11ax1.htm
I		Write and identify number sentences that describe situations involving addition and subtraction. AAA Math: http://www.321know.com/g2_11ax1.htm
I		Write and explain related addition and subtraction sentences. AAA Math: http://www.321know.com/g2_11ax1.htm
D		Solve story problems involving numbers to 100. Number Nut: http://www.numbernut.com/standards_2.html
D		Check for the reasonableness of solutions. PBS Kids: You’ve Got to be Kidding!: http://pbskids.org/arthur/games/yougottobekidding/index.html
D		Use calculators in problem-solving situations. AAA Math: http://www.321know.com/g2_11ax1.htm
D		Add and subtract efficiently and accurately with single-digit numbers up to sums of 18. Math Fact Café: http://www.mathfactcafe.com/
D		Add and subtract two-digit whole numbers using a variety of strategies and representations. AAA Math: http://www.321know.com/g2_11ax1.htm
D		Explain and justify solution strategies used in problem solving. BBCi: ReviseWise Maths: http://www.bbc.co.uk/schools/ks2bitesize/maths/number.shtml
D		Use estimation to justify whether the answer to a computation is reasonable. AAA Math: http://www.321know.com/g2_11ax1.htm

ALGEBRA

The student will sort and classify objects; create, extend, and describe patterns; and represent number sentences with words, objects, and pictures.

D	Sort objects by two or more attributes. AAA Math: http://www.321know.com/g2_11ax1.htm
D	Identify the rules by which objects or numbers have been sorted. AAA Math: http://www.321know.com/g2_11ax1.htm
D	Extend a growing pattern, involving objects, shapes, or numbers. PBS Parents: http://www.pbs.org/parents/earlymath/grades_activities.html
D	Identify the unit of a three-part repeating pattern. AAA Math: http://www.321know.com/g2_11ax1.htm
D	Translate a repeating pattern from one format to another (e.g., red-blue-blue to snap-clap-clap). BBCi: ReviseWise Maths: http://www.bbc.co.uk/schools/ks2bitesize/maths/number.shtml
I	Determine the output number for a particular input number given a one-operation rule involving addition or subtraction. BBCi: ReviseWise Maths: http://www.bbc.co.uk/schools/ks2bitesize/maths/number.shtml
D	Interpret and solve open sentences that involve addition or subtraction. BBCi: ReviseWise Maths: http://www.bbc.co.uk/schools/ks2bitesize/maths/number.shtml
D	Communicate and use mathematical terms and symbols appropriately. AAA Math: http://www.321know.com/g2_11ax1.htm
D	Show or represent number sentences, involving addition and subtraction and numbers 0-20, with concrete objects. BBCi: ReviseWise Maths: http://www.bbc.co.uk/schools/ks2bitesize/maths/number.shtml
D	Demonstrate knowledge of and use the commutative property of addition. AAA Math: http://www.321know.com/g2_11ax1.htm
I	Show that subtraction is not commutative.
D	Apply the addition and subtraction properties of 0 (adding or subtracting 0 doesn’t change a given number). BBCi: ReviseWise Maths: http://www.bbc.co.uk/schools/ks2bitesize/maths/number.shtml
I	Describe qualitative change (e.g., a student growing taller). AAA Math: http://www.321know.com/g2_11ax1.htm
I	Describe quantitative change (e.g., a student growing 2 inches in 1 year). AAA Math: http://www.321know.com/g2_11ax1.htm

Geometry

The student will identify, describe, and create basic shapes and describe relative positions and directions.

D	Identify, build, draw, and compare two- and three-dimensional geometric figures. AAA Math: http://www.321know.com/g2_11ax1.htm
D	Describe characteristics and parts of two- and three-dimensional geometric figures. AAA Math: http://www.321know.com/g2_11ax1.htm
I	Identify shapes that have line symmetry. Symmetry Game: http://www.pbs.org/parents/earlymath/prek_games_sandcastle_fla.html
D	Investigate and predict the results of combining and taking apart two- and three-dimensional geometric figures. PBS: Building Sandcastles: http://www.pbs.org/parents/earlymath/prek_games_sandcastle_fla.html
M	Identify the position of a whole number on the number line. Houghton Mifflin eManipulatives: http://www.eduplace.com/kids/hmm/manip/mn_2.html
I	Illustrate flips, slides, and turns using concrete objects and pictures. AAA Math: http://www.321know.com/g2_11ax1.htm

Measurement

The student will apply measurement concepts of time, length, weight, capacity, and temperature.

D	Compare and order objects according to length, capacity, and weight. PBS Parents: Cyberspace Weigh In: http://www.pbs.org/parents/earlymath/grades_games_pbs.html
I	Demonstrate understanding of the concepts of perimeter and area.
I	Identify what can be measured about objects in the environment. PBS Kids: Cyberchase Games: Can You Fill it Up?: http://pbskids.org/cyberchase/games/liquidvolume/liquidvolume.swf
D	Identify time to the hour, half-hour, and quarter-hour. Math Fact Café: http://www.mathfactcafe.com/
D	Relate days, dates, weeks, and months to a calendar. AAA Math: http://www.321know.com/g2_11ax1.htm
D	Explain the relationship between inches and feet. AAA Math: http://www.321know.com/g2_11ax1.htm
D	Measure length to the nearest centimeter, foot, half-inch, and inch. AAA Math: http://www.321know.com/g2_11ax1.htm
I	Estimate lengths and time intervals. Number Nut: http://www.numbernut.com/standards_2.html Just in Time: http://www.fi.edu/time/Journey/JustInTime/contents.html
I	Solve problems involving elapsed time in hours. Number Nut: http://www.numbernut.com/standards_2.html http://www.fi.edu/time/Journey/JustInTime/contents.html
I	Measure and estimate weight and capacity using a variety of nonstandard units. AAA Math: http://www.321know.com/g2_11ax1.htm
I	Find area and perimeter using nonstandard units. AAA Math: http://www.321know.com/g2_11ax1.htm
D	Read thermometers with Fahrenheit and Celsius scales. FOSSWeb: Reading a Thermometer: http://www.fossweb.com/modulesK-2/AirandWeather/activities/whatstheweather.swf

Data Analysis and Probability

The student will make simple graphs using concrete objects and pictures and describe events as likely or unlikely.

I	Pose questions and gather data to answer the questions. Houghton Mifflin Math: (Games) http://www.eduplace.com/kids/hmm/bt/2/2_01-1q.html BBCi: ReviseWise Maths: http://www.bbc.co.uk/schools/ks2bitesize/maths/number.shtml
I	Read, interpret, and construct tables using tally marks. SUMS Online: Tally Ho: http://www.sums.co.uk/playground/hd3a/playground.htm
D	Construct pictographs and bar graphs. PBS: Bugs in the System Bar Graph Game: http://pbskids.org/cyberchase/games/bargraphs/bargraphs.swf
D	Interpret and solve problems with tables, bar graphs, and pictographs. PBS: Bugs in the System Bar Graph Game: http://pbskids.org/cyberchase/games/bargraphs/bargraphs.swf
I	Predict outcomes of events based on data gathered and displayed. BBC: Fish Tank Probability: http://www.bbc.co.uk/education/mathsfile/shockwave/games/fish.html
M	Explain whether an event is likely or unlikely. BBC: Fish Tank Probability: http://www.bbc.co.uk/education/mathsfile/shockwave/games/fish.html

MATHEMATICS

Third Grade

Number and Operations

The student will identify, represent, order, and compare numbers and compute and solve problems.

Key	Reporting Category
A	N	Count by 10’s, 100’s, or 1,000’s. Rainforest Maths http://www.teachers.ash.org.au/jeather/rainforestmaths/RAINFORESTmaths.html AAA Math http://www.aaastudy.com/grade3.htm#topic3
D		Skip count by 10’s from any whole number less than 1,000.
D		Read and write whole numbers to 9,999.
A	N	Represent whole numbers to 9,999 with models. AAA Math http://www.aaastudy.com/grade3.htm#topic3
A	N	Identify whole numbers as odd or even. Rainforest Maths http://www.teachers.ash.org.au/jeather/rainforestmaths/RAINFORESTmaths.html
A	N	Identify the place value of a given digit up to thousands. Rainforest Maths http://www.teachers.ash.org.au/jeather/rainforestmaths/RAINFORESTmaths.html AAA Math http://www.aaastudy.com/grade3.htm#topic3
A	N	Represent whole numbers up to 10,000 in expanded form (e.g., 1,000’s + 100’s + 10’s + 1’s). AAA Math http://www.aaastudy.com/g31d_px1.htm
D		Connect the spoken or written word names and concrete or pictorial representations (regions or sets) of fractions with denominators up to ten.
A	N	Connect written and pictorial representations of fractions with denominators up to ten.
A	N	Compare fractions with numerators of 1 and denominators up to 10. Rainforest Maths http://www.teachers.ash.org.au/jeather/rainforestmaths/RAINFORESTmaths.html
I		Compare and order decimal amounts written as money.
A	R	Recognize the value of combinations of coins and bills up to $5. AAA Math http://www.aaastudy.com/grade3.htm#topic3 Little Fingers Software http://www.little-g.com/shockwave/cents.html
A	R	Determine the correct change from a transaction that is less than $1.00.
D		Order and sequence whole numbers up to 4 digits.
A	N	Compare and order whole numbers up to 9999 using the appropriate symbol (i.e., <, >, and =). Rainforest Maths http://www.teachers.ash.org.au/jeather/rainforestmaths/RAINFORESTmaths.html AAA Math http://www.aaastudy.com/grade3.htm#topic3
I		Relate skip counting to multiplication.
I		Connect division to sharing situations.
I/D		Demonstrate multiplication using repeated addition (e.g., arrays).
D		Write and identify number sentences that describe situations involving addition, subtraction, and multiplication.
D		Write and explain related addition and subtraction sentences.
A	R	Solve real-world problems using addition or subtraction of whole numbers.
A	C	Add and subtract efficiently and accurately with single-digit whole numbers. Rainforest Maths http://www.teachers.ash.org.au/jeather/rainforestmaths/RAINFORESTmaths.html Play Kids Games http://www.playkidsgames.com/mathGames.htm
A	C	Add efficiently and accurately with two- and/or three-digit whole numbers. Rainforest Maths http://www.teachers.ash.org.au/jeather/rainforestmaths/RAINFORESTmaths.html Play Kids Games http://www.playkidsgames.com/mathGames.htm
A	C	Subtract efficiently and accurately with two- and/or three-digit whole numbers. Rainforest Maths http://www.teachers.ash.org.au/jeather/rainforestmaths/RAINFORESTmaths.html
D		Use a variety of thinking strategies to add and subtract whole numbers (e.g., sums of ten, doubles plus one).
D		Explain the reasonableness of a solution to a computation or to a word problem.
A	N	Use estimation to select a reasonable solution in problem solving (addition and subtraction only). AAA Math http://www.aaastudy.com/grade3.htm#topic3
I		Relate adding doubles to multiplying by two.
I		Use known multiplication facts to determine a related product (e.g., 9 x 7 is 7 less than 10 x 7).
A	C	Use the multiplication facts 0, 1, 2, 5, and 10 efficiently and accurately. Rainforest Maths http://www.teachers.ash.org.au/jeather/rainforestmaths/RAINFORESTmaths.html
D		Explain and justify solution strategies used in problem solving.
D		Select and use an appropriate strategy to solve word problems (e.g., organized list, guess and check, diagram, and table).
I		Mentally calculate the sum or difference of any two numbers up to 100. AAA Math http://www.aaastudy.com/grade3.htm#topic3
D		Use strategies, including rounding, to estimate in story problems.

Algebra

The student will sort and classify objects; create, extend, and describe patterns; and represent number sentences with words, objects, and pictures.

A	AT	Sort objects by two attributes. NWLG: Shapes and Gates http://nwlg.org/pages/resources/ma_num/swf/shapeGate001.swf
D		Sort objects by two or more attributes.
M		Devise, carry out, and explain how a group of objects has been sorted.
A	AT	Identify the rules by which objects or numbers have been sorted.
D		Recognize, describe, complete, translate, or create patterns of figures or numbers.
A	AT	Extend repeating and growing numerical or geometric patterns. Fun Brain http://www.funbrain.com/cracker/index.html How Does My Pattern Grow? http://teams.lacoe.edu/documentation/classrooms/linda/algebra/activities/pattern_grow/pattern_farm.html Cyberchase http://pbskids.org/cyberchase/parentsteachers/lessons/
A	AT	Represent repeating geometric patterns as repeating numerical patterns. Linda’s Activties http://teams.lacoe.edu/documentation/classrooms/linda/algebra/activities/patterns/growpattern.html
D		Describe a growing pattern, involving objects, shapes, or numbers.
A	AT	Determine the output number for a particular input number given a one-operation function rule involving addition or subtraction. Rainforest Maths http://www.teachers.ash.org.au/jeather/rainforestmaths/RFMD/RFMD.html
D		Demonstrate knowledge (with words or symbols) of the commutative properties of addition and multiplication.
D		Show or represent and solve open sentences, involving addition, subtraction, and multiplication, with concrete objects or pictures.
A	AT	Solve open sentences that involve addition and subtraction of whole numbers zero to twenty.
A	AT	Connect open sentences to real-world situations.
D		Demonstrate knowledge and understanding of grade level mathematical terms.
I		Demonstrate understanding that an equation is a number sentence stating two quantities are equal.
D		Use the commutative property of addition and multiplication.
D		Show that subtraction is not commutative.
M		Apply the addition and subtraction properties of 0 (adding or subtracting 0 doesn’t change a number).
I		Apply the zero and identity properties of multiplication (adding 0 or multiplying by 1 doesn’t change a number).
I		Use arrays to represent the commutative property of multiplication.
D		Describe qualitative change (e.g., a student growing taller).
D		Describe quantitative change (e.g., a student growing two inches in one year).

Geometry

The student will identify, describe, and create basic shapes and describe relative positions and directions.

D		Identify, build, draw, and compare two- and three-dimensional geometric figures (e.g. rectangle, square, triangle, circle, cube, cylinder, sphere, and cone).
A	G	Name two-dimensional geometric figures (e.g., rectangle, square, triangle, circle, cube, cylinder, sphere, and cone). Rainforest Maths http://www.teachers.ash.org.au/jeather/rainforestmaths/RAINFORESTmaths.html
A	G	Name three-dimensional geometric figures (e.g., rectangle, square, triangle, circle, cube, cylinder, sphere, and cone). ainforest Maths http://www.teachers.ash.org.au/jeather/rainforestmaths/RAINFORESTmaths.html