Iowa Core K-12 Mathematics (PDF) - Green Hills AEA

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Grade K Overview Counting and Cardinality • Know number names and the count sequence. • Count to tell the number of objects. • Compare numbers. Operations and Algebraic Thinking • Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Number and Operations in Base Ten • Work with numbers 11–19 to gain foundations for place value. Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Measurement and Data • Describe and compare measurable attributes. • Classify objects and count the number of objects in categories. Geometry • Identify and describe shapes. • Analyze, compare, create, and compose shapes. Disclaimer: This document is up-to-date as of 11/17/2010. The language provided may not be Page 12 of 98 modified in any way. The most current Iowa Core can be found at http://iowacore.educateiowa.gov.
Counting and Cardinality K.CC Know number names and the count sequence. 1. Count to 100 by ones and by tens. (K.CC.1.) 2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). (K.CC.2.) 3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0- 20 (with 0 representing a count of no objects). (K.CC.3.) Count to tell the number of object. 4. Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger. (K.CC.4.) 5. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. (K.CC.5.) Compare numbers 6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. 1 (K.CC.6.) 7. Compare two numbers between 1 and 10 presented as written numerals. (K.CC.7.) Operations and Algebraic Thinking K.OA Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. 1. Represent addition and subtraction with objects, fingers, mental images, drawings 2 , sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (K.OA.1.) 2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. (K.OA.2.) 3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). (K.OA.3.) 4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. (K.OA.4.) 5. Fluently add and subtract within 5. (K.OA.5.) 1 Include groups with up to ten objects. 2 Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.) Disclaimer: This document is up-to-date as of 11/17/2010. The language provided may not be Page 13 of 98 modified in any way. The most current Iowa Core can be found at http://iowacore.educateiowa.gov.
Page 1 and 2: Mathematics November 17, 2010
Page 3 and 4: Introduction Iowa Core Mathematics
Page 5 and 6: These Standards endeavor to follow
Page 7 and 8: How to read the grade level standar
Page 9 and 10: 4. Model with mathematics. Mathemat
Page 11: Mathematics | Kindergarten In Kinde
Page 15 and 16: Mathematics | Grade 1 In Grade 1, i
Page 17 and 18: Operations and Algebraic Thinking 1
Page 27 and 28: 2. Measure and estimate liquid volu
Page 33 and 34: Understand decimal notation for fra
Page 39 and 40: 7. Apply and extend previous unders
Page 43 and 44: Ratios and Proportional Relationshi
Page 45 and 46: Expressions and Equations 6.EE Appl
Page 49 and 50: Ratios and Proportional Relationshi
Page 51 and 52: Geometry 7.G Draw, construct, and d
Page 55 and 56: The Number System 8.NS Know that th
Page 57 and 58: 3. Describe the effect of dilations
Page 59 and 60: Mathematics | High School—Number
Page 61 and 62: The Real Number System N-RN Extend
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Mathematics | High School—Algebra
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Seeing Structure in Expressions A-S
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6. Solve systems of linear equation
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Functions Overview Interpreting Fun
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9. Compare properties of two functi
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Mathematics | High School—Modelin
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Mathematics | High School—Geometr
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Geometry Overview Congruence • Ex
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Similarity, Right Triangles, and Tr
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(IA) Use diagrams consisting of ver
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Statistics and Probability Overview
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4. Use data from a sample survey to
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Note on courses and transitions The
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First quartile. For a data set with
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Tape diagram. A drawing that looks
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Table 2. Common multiplication and
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Sample of Works Consulted Existing
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Schmidt, W., Houang, R., and Cogan,
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Iowa Core K-12 Mathematics (PDF) - Green Hills AEA

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