1.5 The student, given a familiar problem situation involving magnitude, will a) select a reasonable order of magnitude from three given quantities: a numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500); and b) explain the reasonableness of the choice. [Moved from Computation and Estimation Strand 1.4] 2009 2016 Computation and Estimation 1.4 The student, given a familiar problem situation involving magnitude, will a) select a reasonable order of magnitude from three given quantities: a numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500); and b) explain the reasonableness of the choice. [Moved to Number and Number Sense Strand] 1.5 The student will recall basic addition facts with sums to 18 or less and the corresponding subtraction facts. [Moved to 1.7b; fluency for 11 to 18 included in 2.5b] 1.6 The student will create and solve one-step story and picture problems using basic 1.6 The student will create and solve single-step story and picture problems using addition facts with sums to 18 or less and the corresponding subtraction facts. addition and subtraction within 20. 1.7 The student will a) recognize and describe with fluency part-whole relationships for numbers up to 10; and b) demonstrate fluency with addition and subtraction within 10. Measurement and Geometry 1.7 The student will 1.8 The student will determine the value of a collection of like coins (pennies, a) identify the number of pennies equivalent to a nickel, a dime, and a nickels, or dimes) whose total value is 100 cents or less. quarter;[Included in K.7] and b) determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less. 1.9 The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks; and 1.8 The student will tell time to the half-hour, using analog and digital
1.5 The student, given a familiar problem situation involving magnitude, will a) select a reasonable order of magnitude from three given quantities: a numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500); and b) explain the reasonableness of the choice. [Moved from Computation and Estimation Strand 1.4] 2009 2016 Computation and Estimation 1.4 The student, given a familiar problem situation involving magnitude, will a) select a reasonable order of magnitude from three given quantities: a numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500); and b) explain the reasonableness of the choice. [Moved to Number and Number Sense Strand] 1.5 The student will recall basic addition facts with sums to 18 or less and the corresponding subtraction facts. [Moved to 1.7b; fluency for 11 to 18 included in 2.5b] 1.6 The student will create and solve one-step story and picture problems using basic addition facts with sums to 18 or less and the corresponding subtraction facts. 1.6 The student will create and solve single-step story and picture problems using addition and subtraction within 20. 1.7 The student will a) recognize and describe with fluency part-whole relationships for numbers up to 10; and b) demonstrate fluency with addition and subtraction within 10. Measurement and Geometry 1.7 The student will a) identify the number of pennies equivalent to a nickel, a dime, and a quarter;[Included in K.7] and b) determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less. 1.8 The student will determine the value of a collection of like coins (pennies, nickels, or dimes) whose total value is 100 cents or less. 1.8 The student will tell time to the half-hour, using analog and digital 1.9 The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks; and
grade1_crosswalk.docx