Mathematics- First Grade (Iowa Core)

In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes.

Mathematics- Second Grade (Iowa Core)

In Grade 2, instructional time should focus on four critical areas: (1) extending understanding of base ten notation; (2) building fluenc! with addition and subtraction; (3) using standard units of measure; and (4) describing and anal!"ing shapes.

Reflection
#he above standards are grade span standards in the area of mathematics. #he standards I chose demonstrate articulation from Grade one and Grade two in the area of developing understanding of addition, subtraction, and strategies for addition and subtraction. $n example of good articulation is demonstrated between Grade 1 1 b! using addition and subtraction within 20 to solve word problems involving situations with ob%ects, as in Grade 2 1 !ou use addition and subtraction within 100 to solve one and two step word problems involving situations of comparing b! using drawings. #hese standards compare how first grade students should &now how to count within 20 and second graders achieve b! counting within 100 of solving word problems and are also advanced and can solve two step word problems. I thin& it's also good that the students start wor&ing with shapes in both grades. Geometr! can be hard and if !ou start practicing earl! li&e in first or second grade and wor& on it more it will help for that class.

(epresent and solve problems involving addition and subtraction. 1. )se addition and subtraction within 20 to solve word problems involving situations of adding to, ta&ing from, putting together, ta&ing apart, and comparing, with un&nowns in all positions, e.g., b! using ob%ects, drawings, and e*uations with a s!mbol for the un&nown number to represent the problem.2 +1.,$.1.2. .olve word problems that call for addition of three whole numbers whose sum is less than or e*ual to 20, e.g., b! using ob%ects, drawings, and e*uations with a s!mbol for the un&nown number to represent the problem. +1.,$.2)nderstand and appl! properties of operations and the relationship between addition and subtraction. /. $ppl! properties of operations as strategies to add and subtract./ 0xamples: If 12/311 Is &nown, then /21311 is also &nown. +4ommutative propert! of addition.- #o add 22 526, the second two numbers can be added to ma&e a ten, so 2252632210312. +$ssociative propert! of addition.- +1.,$./.6. )nderstand subtraction as an un&nown addend problem. 7or example, subtract 10 1 b! finding the number that ma&es 10 when added to 1. +1.,$.6.$dd and subtract with 20. 8. (elate counting to addition and subtraction +e.g., b! counting on 2 to add 2.-. +1.,$.8.5. $dd and subtract within 20, demonstrating fluenc! for addition and subtraction within 10. )se strategies such as counting on; ma&ing ten +e.g.;1 2 53 1222631026316-; decomposing a number leading to a ten +e.g.; 1/ 631/ / 1310 139-; using the relationship between addition and subtraction +e.g.; &nowing that 126312, one &nows 12 136-; and creating e*uivalent but easier or &nown sums +e.g.; adding 52: b! creating the &nown e*uivalent 525213122131/-. +1.,$.5.;or& with addition and subtraction e*uations. :. )nderstand the meaning of the e*ual sign, and determine if e*uations involving addition and subtraction are true or false. 7or example, which of the following e*uations are true and which are false< 535, :31 1, 8223228, 6213822. +1.,$.:.-

1. =etermine the un&nown whole number in an addition or subtraction e*uation relating three whole numbers. 7or example, determine the un&nown number that ma&es the e*uation true in each of the e*uations 12<311, 83< /, 5253<. +1.,$.1.-

,perations and algebraic #hin&ing 2.,$ (epresent and solve problems involving addition and subtraction. 1. )se addition and subtraction within 100 to solve one and two step word problems involving situations of adding to, ta&ing from, putting together, ta&ing apart, and comparing, with un&nowns in all positions, e.g.; b! using drawings and e*uations with a s!mbol for the un&nown number to represent the problem.1 +2.,$,1.$dd and subtract within 20. 2. 7luentl! add and subtract within 20 using mental strategies.2 >! end of Grade 2, &now from memor! all sums of two one digit numbers. +2.,$.2.;or& with e*ual groups of ob%ects to gain foundations for multiplication. /. =etermine whether a group of ob%ects +up to 20- has an odd or even number of members, e.g.; b! pairing ob%ects or counting them b! 2s; write an e*uation to express an even number as a sum of two e*ual addends. +2.,$./.6. )se addition to find the total number of ob%ects arranged in rectangular arra!s with up to 8 rows and up to 8 columns; write an e*uation to express the total as a sum of e*ual addends. +2.,$.6.?umber and ,perations in >ase #en 2. ?># )nderstand place value. 1. )nderstand that the three digits of a three digit number represent amounts of hundreds, tens, and ones; e.g.; :05 e*uals : hundreds, 0 tens, and 5 ones. )nderstand the following as special cases: a. 100 can be thought of as a bundle of ten tens called a @hundred.A

b. #he numbers 100, 200, /00, 600, 800, 500, :00, 100, 900 refer to one, two, three, four, five, six, seven, eight or nine hundreds +and 0 tens and 0 ones-. +2.?>#.1.2. 4ount within 1000; s&ip count b! 8s, 10s, and 100s. +2.?>#.2./. (ead and write numbers to 1000 using base ten numerals, number names, and expanded form. +2.?>#./.4ompare two three digit numbers based on meanings of the hundreds, tens, and ones digits, using B, 3, and C s!mbols to record the results of comparisons. +2.?>#.6.)se place value understanding and properties of operations to add and subtract. 8. 7luentl! add and subtract within 100 using strategies based on place value, properties of operations, andDor the relationship between addition and subtraction +2.?>#.8.5. $dd up to four two digit numbers using strategies based on place value and properties of operations. +2.?>#.5.:. $dd and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, andDor the relationship between addition and subtraction; relate the strateg! to a written method. )nderstand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessar! to compose or decompose tens or hundreds. +2.?>#.:.1. Eentall! add 10 or 100 to a given number 100 900, and mentall! subtract 10 or 100 from a given number 100 900. +2.?>#.1.9. 0xplain wh! addition and subtraction strategies wor&, using place value and the properties of operations./ +2.?>#.9.-

Literac Standards- !hird Grade

Fe! Ideas and =etails 1. $s& and answer *uestions to demonstrate understanding of a text, referring to explicitl! to the test as the basis for the answers. +(G./.12. (ecount stories, including fables, fol&tales, and m!ths from diverse cultures; determine the central message, lesson, or moral and explain how it is conve!ed through &e! details in the text. +(G./.2/. =escribe characters in a stor! +e.g.; their traits, motivations, or feelings- and explain how their actions contribute to the se*uence of events. +(G././I$.1. 0mplo! the full range of research based comprehension strategies, including ma&ing connections, determining importance, *uestioning, visuali"ingH ma&ing inferences, summari"ing, and monitoring for comprehension.

Literac Standards- Fo"rth Grade

Fe! Ideas and =etails 1. (efer to details and examples in a text when explaining what the text sa!s explicitl! and when drawing inferences from the text. +(G.6.12. =etermine a theme of a stor!, drama, or poem from details in the text; summari"e the text. +(G.6.2/. =escribe in depth a character, setting, or event in a stor! or drama, drawing on specific details in the text +e.g.; a character's thoughts, words, or actions-. (G.6./I$.1. 0mplo! the full range of research based comprehension strategies, including ma&ing connections, determining importance, *uestioning, visuali"ing, ma&ing inferences, summari"ing, and monitoring for comprehension.

Reflection
#he above standards are grade level standards in the area of Giterac!. #he content standard reflects Fe! Ideas and =etails as shown in fourth grade and third grade. #hese standards show articulation. $n example of articulation would be Grade three !ou are suppose to as& and answer *uestions to demonstrate understanding of the text whereas in grade four !ou refer to details and examples in a text when explaining !our understanding of the text. #his is articulation because !ou are building upon as !ou succeed the grade !ou're in. #his shows and understanding and comprehension of understanding !our literac! &e! ideas and details toward 4areer and college (eadiness .&ills.