Table of Contents
- California's 2007 mathematics standards.
- Florida's 2007 mathematics standards.
- Oregon's 2007 mathematics standards.
- Members of Asia-Pacific Economic Cooperation.
- Florida's 2007 mathematics standards.
California's 2007 mathematics standards:
Click here to link to additional California's standards informationNumber Sense
1.0 Students understand and use numbers up to 100:
1.1 Count, read, and write whole numbers to 100.
1.2 Compare and order whole numbers to 100 by using the symbols for less than, equal to, or greater than (<, =, >).
1.3 Represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions (to 20) (e.g., 8 may be represented as 4 + 4, 5 + 3, 2 + 2 + 2 + 2, 10 -2, 11 -3).
1.4 Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 + 4).
1.5 Identify and know the value of coins and show different combinations of coins that equal the same value.
2.0 Students demonstrate the meaning of addition and subtraction and use these operations to solve problems:
2.1 Know the addition facts (sums to 20) and the corresponding subtraction facts and commit them to memory.
2.2 Use the inverse relationship between addition and subtraction to solve problems.
2.3 Identify one more than, one less than, 10 more than, and 10 less than a given number.
2.4 Count by 2s, 5s, and 10s to 100.
2.5 Show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference).
2.6 Solve addition and subtraction problems with one-and two-digit numbers (e.g., 5 + 58 = __).
2.7 Find the sum of three one-digit numbers.
3.0 Students use estimation strategies in computation and problem solving that involve numbers that use the ones, tens, and hundreds places:
3.1 Make reasonable estimates when comparing larger or smaller numbers.
Algebra and Functions
1.0 Students use number sentences with operational symbols and expressions to solve problems:
1.1 Write and solve number sentences from problem situations that express relationships involving addition and subtraction.
1.2 Understand the meaning of the symbols +, -, =.
1.3 Create problem situations that might lead to given number sentences involving addition and subtraction.
Measurement and Geometry
1.0 Students use direct comparison and nonstandard units to describe the measurements of objects:
1.1 Compare the length, weight, and volume of two or more objects by using direct comparison or a nonstandard unit.
1.2 Tell time to the nearest half hour and relate time to events (e.g., before/after, shorter/longer).
2.0 Students identify common geometric figures, classify them by common attributes, and describe their relative position or their location in space:
2.1 Identify, describe, and compare triangles, rectangles, squares, and circles, including the faces of three-dimensional objects.
2.2 Classify familiar plane and solid objects by common attributes, such as color, position, shape, size, roundness, or number of corners, and explain which attributes are being used for classification.
2.3 Give and follow directions about location.
2.4 Arrange and describe objects in space by proximity, position, and direction (e.g., near, far, below, above, up, down, behind, in front of, next to, left or right of).
Statistics, Data Analysis, and Probability
1.0 Students organize, represent, and compare data by category on simple graphs and charts:
1.1 Sort objects and data by common attributes and describe the categories.
1.2 Represent and compare data (e.g., largest, smallest, most often, least often) by using pictures, bar graphs, tally charts, and picture graphs.
2.0 Students sort objects and create and describe patterns by numbers, shapes, sizes, rhythms, or colors:
2.1 Describe, extend, and explain ways to get to a next element in simple repeating patterns (e.g., rhythmic, numeric, color, and shape).
Mathematical Reasoning
1.0 Students make decisions about how to set up a problem:
1.1 Determine the approach, materials, and strategies to be used.
1.2 Use tools, such as manipulatives or sketches, to model problems.
2.0 Students solve problems and justify their reasoning:
2.1 Explain the reasoning used and justify the procedures selected.
2.2 Make precise calculations and check the validity of the results from the context of the problem.
3.0 Students note connections between one problem and another.
Florida's 2007 mathematics standards:
click here to link to additional Florida's standards informationMA.1.A.1.1 Model addition and subtraction situations using the concepts of “part-whole,” “adding to,” “taking away from,” “comparing,” and “missing addend."
MA.1.A.1.2 Identify, describe, and apply addition and subtraction as inverse operations.
MA.1.A.1.3 Create and use increasingly sophisticated strategies, and use properties such as Commutative, Associative and Additive Identity, to add whole numbers.
MA.1.A.1.4 Use counting strategies, number patterns, and models as a means for solving basic addition and subtraction fact problem.
MA.1.A.2.1 Compare and order whole numbers at least to 100.
MA.1.A.2.2 Represent two digit numbers in terms of tens and ones.
MA.1.A.2.3 Order counting numbers, compare their relative magnitudes, and represent numbers on a number line.
MA.1.G.3.1 Use appropriate vocabulary to compare shapes according to attributes and properties such as number and lengths of sides, and number of vertices.
MA.1.G.3.2 Compose and decompose plane and solid figures, including making predictions about them, to build an understanding of part-whole relationships and properties of shapes.
MA.1.A.4.1 Extend repeating and growing patterns, fill in missing terms, and justify reasoning.
MA.1.G.5.1 Measure by using iterations of a unit and count the unit measures by grouping units.
MA.1.G.5.2 Compare and order objects according to descriptors of length, weight and capacity.
MA.1.A.6.1 Use mathematical reasoning and beginning understanding of tens and ones, including the use of invented strategies, to solve two-digit addition and subtraction problem.
MA.1.A.6.2 Solve routine and non-routine problems by acting them out, using manipulatives, and drawing diagrams
Oregon's 2007 mathematics standards:
click here to link to additional Oregon's standards informationIt is essential that these standards be addressed in contexts that promote problem solving, reasoning, communication, making connections, and designing and analyzing representations.
1.1 Number and Operations: Develop an understanding of whole number relationships, including grouping in tens and ones.
1.1.1 Compare and order whole numbers to 100.
1.1.2 Represent whole numbers on a number line, demonstrating an understanding of the sequential order of the counting numbers and their relative magnitudes.
1.1.3 Count and group objects in tens and ones.
1.1.4 Identify the number of tens and ones in whole numbers between 10 and 100, especially recognizing the numbers 10 to 19 as 1 group of ten and a particular number of ones.
1.1.5 Determine the value of collections of pennies, nickels, and dimes.
1.2 Number and Operations and Algebra: Develop understandings of addition and subtraction and strategies for basic addition facts and related subtraction facts.
1.2.1 Model “part-whole,” “adding to,” “taking away from,” and “comparing” situations to develop an understanding of the meanings of addition and subtraction.
1.2.2 Develop and use efficient strategies for adding and subtracting whole numbers using a variety of models, including discrete objects, length-based models (e.g., lengths of connecting cubes) and number lines.
1.2.3 Apply with fluency sums to 10 and related subtraction facts.
1.2.4 Use the concept of commutative [4 + 2 = 2 + 4], associative [(4 + 3) + 7 = 4 + (3 + 7)], and identity [0 + 3 = 3] properties of addition to solve problems involving basic facts.
1.2.5 Relate addition and subtraction as inverse operations.
1.2.6 Identify, create, extend, and supply a missing element in number patterns involving addition or subtraction by a single-digit number.
1.3 Geometry: Compose and decompose two- and three-dimensional geometric shapes.
1.3.1 Describe geometric attributes of shapes (e.g., round, corners, sides) to determine how they are alike and different.
1.3.2 Recognize and create shapes that are congruent or have symmetry.
1.3.3 Compose and decompose shapes (e.g., cut a square into two right triangles and put two cubes together to make a rectangular prism), thus building an understanding of part-whole relationships as well as the properties of the original and composite.
1.3.4 Recognize shapes when viewed from different perspectives and orientations.
Members of Asia-Pacific Economic Cooperation
Click here to link to Asia-Pacific Economic Cooperation membersStandards are available for Australia , China , Japan, Malaysia, New Zealand, Singapore, and several US versions through this wiki group link .
( Note that some have large PDF files.)