1. Week of 03/3/14 This week we will be reviewing all tested standards. The next two slides will tell in detail what the standards are. The benchmark tests are the following week. The test dates are Tuesday the 11 th (reading), Wednesday the 12 th (math) and Thursday the 13 th (science). If you go back to my webpage and go under the science link you can pull a science review for the benchmark test.

2. MCC1.OA.3 Apply properties of operations as strategies to add and subtract. Examples: If 8+3=11 is known, then 3+8=11 is also known. (Commutative property of addition.) To add 2+6+4, the second two numbers can be added to make a ten, so 2+6+4=2+10=12. (Associative property of addition.) MCC1.OA.4 Understand subtraction as an unknown addend problem. For example, subtract 10−8 by finding the number that makes 10 when added to 8. Add and subtract within 20. MCC1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8+? =11, 5=? −3, 6+6=? MCC1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 10 can be thought of as a bundle of ten ones-called a “ten.” The numbers from 11-19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). MCC1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

3. MCC1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. MCC1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. MCC1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. MCC1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

4. Monday 3/3/14 1.Parker has 90 GI Joe men. Tavares has 60 GI Joe men. How many more does Parker have? 2.10 more than 32 3.Draw the tens rods and ones cubes to represent 12____45 <>= 4.11=1+___ 5.65 a. 60+50 b. 60+5 c. 6+5 6.36 is composed of A. 3 tens 6 ones. B. 6 tens 3 ones C. 6 tens 6 ones 1.Subtract 60-10 (remember to write it the correct way on your paper) 2. Write two different number sentences to represent this picture. 9. How many people voted in the survey?

5. Tuesday 3/4/14 1.Suzzie has 13 pairs of pink and red shoes. 6 of the pairs of shoes are pink the rest are red. How many pairs of shoes are red? 2.10 more than 45 3.Draw Tens rods and ones cubes to represent 62____24 <>= 4.12=3+___ 5.98 a. 90+80 b. 90+8 c. 9+8 6.24 is composed of A. 2 tens 4 ones. B. 4 tens 2 ones C. 6 tens 0 ones 7.Subtract 60-10 (remember to write it the correct way on your paper) 8.Write two different number sentences to represent this picture. 9. How many people voted in the survey?

6. Wednesday 3/5/14 1.Barnie has 25 basketballs. Freddie has 21 basketballs. How many basketballs do they have altogether? 2.Draw Tens rods and ones cubes to represent 54___54 <>= 3.10 less than 24 4.36 a. 30+60 b. 3+6 c. 30+6 5.___+5=9 6. Write two number sentences that represent this picture 7.Subtract 80-30 (remember to write it the correct way on your paper?) 8.45 is composed of A. 5 tens 4 ones. B.4 tens 5 ones C.10 tens 0 ones 9. How many people voted for bears and lions?

7. Thursday 3/6/14 1.Bobbie has 50 blue race cars and 80 red race cars. How many more red race cars does he have? 2.10 more than 69 3.Draw Tens rods and ones cubes to represent 56___65 <>= 4.12=3+___ 5.13 a. 1+3 b. 10+30 c. 10+3 6. Write two different number sentences to represent this picture. 7.Add 90-50 (remember to write it the correct way on your paper) 8.65 is composed of A. 6 tens 5 ones. B. 5 tens 6 ones C. 3 tens 6 ones 9. How many more people voted for tigers than crocodiles?

8. Friday 3/7/14 1.There were 15 children going the AR challenge from Mrs. Dollar’s room and 12 children going from Mrs. Livingston’s room. How many children are going to the AR challenge in all? 2.Draw Tens rods and ones cubes to represent- 78___87 <>= 1.10 less than 12 2.51 a. 5+1 b. 50+1 c. 50+10 3.___+2=10 4. Write two different number sentences to represent this picture. 7. Subtract 60-20 (Remember to write it the correct way on your paper) 8. 28 is composed of A. 2 tens 8 ones. B. 8 tens 2 ones C. 4 tens 3 ones 9. How many people voted for lions or bears?