Counting And Cardinality 
K.CC: Count To Tell The Number Of Objects. 
K.CC.4  Understand the relationship between numbers and quantities; connect counting to cardinality. 

K.CC.4.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. 

K.CC.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. 
Know Number Names And The Count Sequence. 
K.CC.1  Count to 100 by ones and by tens. 
Measurement And Data 
4.MD: Geometric Measurement: Understand Concepts Of Angle And Measure Angles. 
4.MD.5  Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: 

4.MD.7  Recognize angle measure as additive. When an angle is decomposed into nonoverlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. 
Solve Problems Involving Measurement And Conversion Of Measurements From A Larger Unit To A Smaller Unit. 
4.MD.3  Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. 
Number And Operations In Base Ten 
1.NBT: Use Place Value Understanding And Properties Of Operations To Add And Subtract. 
1.NBT.4  Add within 100, including adding a twodigit number and a onedigit number, and adding a twodigit number and a multiple of 10, 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. Understand that in adding twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 
2.NBT: Use Place Value Understanding And Properties Of Operations To Add And Subtract. 
2.NBT.5  Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 
3.NBT: Use Place Value Understanding And Properties Of Operations To Perform MultiDigit Arithmetic.4 
3.NBT.2  Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 
5.NBT: Perform Operations With MultiDigit Whole Numbers And With Decimals To Hundredths. 
5.NBT.5  Fluently multiply multidigit whole numbers using the standard algorithm. 

5.NBT.6  Find wholenumber quotients of whole numbers with up to fourdigit dividends and twodigit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 
4.NBT: Use Place Value Understanding And Properties Of Operations To Perform MultiDigit Arithmetic. 
4.NBT.4  Fluently add and subtract multidigit whole numbers using the standard algorithm. 

4.NBT.6  Find wholenumber quotients and remainders with up to fourdigit dividends and onedigit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 
4.NF: Build Fractions From Unit Fractions By Applying And Extending Previous Understandings Of Operations On Whole Numbers. 
4.NF.3.c  Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. 
Extend Understanding Of Fraction Equivalence And Ordering. 
4.NF.2  Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. 
3.NF: Develop Understanding Of Fractions As Numbers. 
3.NF.3.a  Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. 

3.NF.3.b  Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. 

3.NF.3.d  Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. 
Operations And Algebraic Thinking 
1.OA: Add And Subtract Within 20. 
1.OA.6  Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 
2.OA: Add And Subtract Within 20. 
2.OA.2  Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two onedigit numbers. 
3.OA: Multiply And Divide Within 100. 
3.OA.7  Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers. 
K.OA: Understand Addition As Putting Together And Adding To, And Under Stand Subtraction As Taking Apart And Taking From. 
K.OA.5  Fluently add and subtract within 5. 