1. SERENA TRINKWALDER CURRICULUM CONNECTION COMMON CORE STATE STANDARDS - MATH

2. MATH STANDARDS http://www.corestandards.org/Math/ DOMAINS Counting and Cardinality (K only) Operations & Algebraic Thinking Numbers & Operations in Base Ten Numbers & Operations Fractions (3 rd, 4 th and 5 th ) Measurement & Data Geometry

3. KINDERGARTEN CCSS.MATH.CONTENT.K.OA.A.2 SOLVE ADDITION AND SUBTRACTION WORD PROBLEMS, AND ADD AND SUBTRACT WITHIN 10, E.G., BY USING OBJECTS OR DRAWINGS TO REPRESENT THE PROBLEM. CCSS.MATH.CONTENT.K.OA.A.2 Kindergarten Jack bought 2 chocolate bars at the store. Sara came home from school with 5 chocolate bars. How many chocolate bars do they have all together? I Can… I can solve addition story problems. I can solve subtraction story problems.

4. 1 ST GRADE CCSS.MATH.CONTENT.1.OA.A.1 USE ADDITION AND SUBTRACTION WITHIN 20 TO SOLVE WORD PROBLEMS INVOLVING SITUATIONS OF ADDING TO, TAKING FROM, PUTTING TOGETHER, TAKING APART, AND COMPARING, WITH UNKNOWNS IN ALL POSITIONS, E.G., BY USING OBJECTS, DRAWINGS, AND EQUATIONS WITH A SYMBOL FOR THE UNKNOWN NUMBER TO REPRESENT THE PROBLEM. 1 CCSS.MATH.CONTENT.1.OA.A.1 1 st Grade Sara counted her Halloween candy. She had 9 chocolate bars. Her brother Jack counted his as well. Together they have 17 chocolate bars. How many chocolate bars does Jack have? I Can… I can use different strategies for addition to solve word problems. I can use different strategies for subtraction to solve word problems.

5. 1 ST GRADE CCSS.MATH.CONTENT.1.OA.A.2 SOLVE WORD PROBLEMS THAT CALL FOR ADDITION OF THREE WHOLE NUMBERS WHOSE SUM IS LESS THAN OR EQUAL TO 20, E.G., BY USING OBJECTS, DRAWINGS, AND EQUATIONS WITH A SYMBOL FOR THE UNKNOWN NUMBER TO REPRESENT THE PROBLEM. CCSS.MATH.CONTENT.1.OA.A.2 1 st Grade Sara has 4 pieces of candy. Jack has 5 pieces of candy. Their little brother has 6 pieces of candy. How many pieces of candy do they have all together? I Can… I can use addition facts I know well to help me solve problems where there are more than two numbers.

6. 2 ND GRADE CCSS.MATH.CONTENT.2.OA.A.1 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. 1 CCSS.MATH.CONTENT.2.OA.A.1 2 nd Grade Sara counted her Halloween candy. She had 27 pieces of chocolate. When she added her chocolates with her brother Jack’s chocolate, they had 63 pieces of chocolate. How many pieces of chocolate does Jack have? Their little brother sneaks in and takes some of their chocolates. Now they are left with 47 pieces of chocolate all together. How many pieces of chocolate did their brother take? I Can… I can understand and model how to add and subtract within 100. I can use different strategies to solve one and two step word problems.

7. 3 RD GRADE CCSS.MATH.CONTENT.3.OA.D.8 SOLVE TWO-STEP WORD PROBLEMS USING THE FOUR OPERATIONS. REPRESENT THESE PROBLEMS USING EQUATIONS WITH A LETTER STANDING FOR THE UNKNOWN QUANTITY. ASSESS THE REASONABLENESS OF ANSWERS USING MENTAL COMPUTATION AND ESTIMATION STRATEGIES INCLUDING ROUNDING. 3 CCSS.MATH.CONTENT.3.OA.D.8 3 rd Grade Jack and Sara counted their Halloween candy. Sara had three times more candy than Jack. Sara had 126 pieces of chocolate. About how many pieces of chocolate did Jack have? If Jack and Sara are told to share their candy evenly, how many pieces of candy will each one get? I Can… I can recognize when a word problem is asking me to multiply or divide. I can recognize when a word problem is asking me to follow more than one step including multiplication and division.

8. 4 TH GRADE CCSS.MATH.CONTENT.4.OA.A.2 MULTIPLY OR DIVIDE TO SOLVE WORD PROBLEMS INVOLVING MULTIPLICATIVE COMPARISON, E.G., BY USING DRAWINGS AND EQUATIONS WITH A SYMBOL FOR THE UNKNOWN NUMBER TO REPRESENT THE PROBLEM, DISTINGUISHING MULTIPLICATIVE COMPARISON FROM ADDITIVE COMPARISON. 1 CCSS.MATH.CONTENT.4.OA.A.2 4 th Grade Jack bought 6 chocolate bars on Sunday. On Monday he returns to the store and buys more chocolate bars. He now has 42 chocolate bars. How many times more chocolate bars did he buy on Monday compared to Sunday? If Jack decides to share the chocolate bars with his 8 friends, how much chocolate will each boy get? Write an equation using a variable to represent unknown information. I Can… I can apply multiplication and division to solve word problems. I can interpret remainders.

9. 5 TH GRADE CCSS.MATH.CONTENT.5.NF.A.2 SOLVE WORD PROBLEMS INVOLVING ADDITION AND SUBTRACTION OF FRACTIONS REFERRING TO THE SAME WHOLE, INCLUDING CASES OF UNLIKE DENOMINATORS, E.G., BY USING VISUAL FRACTION MODELS OR EQUATIONS TO REPRESENT THE PROBLEM. USE BENCHMARK FRACTIONS AND NUMBER SENSE OF FRACTIONS TO ESTIMATE MENTALLY AND ASSESS THE REASONABLENESS OF ANSWERS. FOR EXAMPLE, RECOGNIZE AN INCORRECT RESULT 2/5 + 1/2 = 3/7, BY OBSERVING THAT 3/7 < 1/2. CCSS.MATH.CONTENT.5.NF.B.7C SOLVE REAL WORLD PROBLEMS INVOLVING DIVISION OF UNIT FRACTIONS BY NON-ZERO WHOLE NUMBERS AND DIVISION OF WHOLE NUMBERS BY UNIT FRACTIONS, E.G., BY USING VISUAL FRACTION MODELS AND EQUATIONS TO REPRESENT THE PROBLEM. CCSS.MATH.CONTENT.5.NF.A.2 CCSS.MATH.CONTENT.5.NF.B.7C 5 th Grade Jack and Sara visit Dylan’s Candy Bar. Jack buys 6/16 lbs. of chocolate and Sara buys ⅝ lbs. When they get home they decide to combine their purchase and share with their little brother. How much chocolate will each person get? I Can… I can solve word problems that involve fractions. I can solve word problems where I divide whole numbers to create appropriate answers.