Grade K CCSSM Grade 1 CCSSM Grade 2 Use place value understanding and Use place value understanding and properties of operations to add and properties of operations to add and subtract subtract 5. Given a two-digit number, mentally find 8. Mentally add 10 or 100 to a given 10 more or 10 less than the number, number 100–900, and mentally subtract 10 without having to count; explain the or 100 from a given number 100–900. reasoning used. 6. Subtract multiples of 10 in the range 9. Explain why addition and subtraction from multiples of 10 in the range 10-90 strategies work, using place value and the (positive or zero differences), using properties of operations. 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. Notes/Examples CCSSM Curriculum Analysis Tool 1—Number and Operations in Base Ten for Grades K-2 Overall Impressions: Balance between Mathematical Understanding and Procedural Skills: What are your overall impressions of the curriculum materials Do the curriculum materials support the development of students’ examined? mathematical understanding? What are the strengths and weaknesses of the materials you examined? Do the curriculum materials support the development of students’ proficiency with procedural skills? Standards Alignment: Do the curriculum materials assist students in building connections between Have you identified gaps within this domain? What are they? If so, can mathematical understanding and procedural skills? gaps be realistically addressed through supplementation? To what extent do the curriculum materials provide a balanced focus on Within grade levels, do the curriculum materials provide sufficient mathematical understanding and procedural skills? experiences to support student learning within this standard? Do student activities build on each other within and across grades in a Within this domain, is the treatment of the content across levels logical way that supports mathematical understanding and procedural skills? consistent with the progression within the Standards?
Grade K CCSSM Grade 1 CCSSM Grade 2 Use place value understanding and properties of operations to add and subtract Use place value understanding and properties of operations to add and subtract 5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. 6. Subtract multiples of 10 in the range 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. 9. Explain why addition and subtraction strategies work, using place value and the properties of operations. Notes/Examples CCSSM Curriculum Analysis Tool 1—Number and Operations in Base Ten for Grades K-2 Overall Impressions: What are your overall impressions of the curriculum materials examined? What are the strengths and weaknesses of the materials you examined? Standards Alignment: Have you identified gaps within this domain? What are they? If so, can gaps be realistically addressed through supplementation? Within grade levels, do the curriculum materials provide sufficient experiences to support student learning within this standard? Within this domain, is the treatment of the content across levels consistent with the progression within the Standards? Balance between Mathematical Understanding and Procedural Skills: Do the curriculum materials support the development of students’ mathematical understanding? Do the curriculum materials support the development of students’ proficiency with procedural skills? Do the curriculum materials assist students in building connections between mathematical understanding and procedural skills? To what extent do the curriculum materials provide a balanced focus on mathematical understanding and procedural skills? Do student activities build on each other within and across grades in a logical way that supports mathematical understanding and procedural skills?
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