Scott Foresman – Addison Wesley Mathematics

41 Pages·2011·0.34 MB·English

by  Amelia Zarski

A Correlation of

Scott Foresman – Addison Wesley
Mathematics ©2008

to the

Common Core State Standards
for Mathematics
Grades K-6
Scott Foresman–Addison Wesley Mathematics
Correlated to the Common Core State Standards for Mathematics

Introduction

This document demonstrates the high degree of success students will achieve when using
Scott Foresman – Addison Wesley Mathematics in meeting the objectives of the
Common Core State Standards for Mathematics. Correlation page references are to the
Teacher’s Edition. The lessons in the Teacher’s Edition contain facsimile Student Edition
pages.
Scott Foresman – Addison Wesley Mathematics was carefully developed to reflect the
specific needs of students and teachers at every grade level, while maintaining an overall
primary goal: to have math make sense from every perspective. This program is based on
scientific research that describes how children learn mathematics well and on classroom-
based evidence that validates proven reliability.

• Reaching All Learners
Scott Foresman – Addison Wesley Mathematics addresses the needs of every student
through structured instruction that makes concepts easier for students to grasp. Lessons
provide step-by-step examples that show students how to think about and solve the problem.
Built-in leveled practice in every lesson allows the teacher to customize instruction to match
students’ abilities. Reaching All Learners, featured in the Teacher Edition, helps teachers
meet the diverse needs of the classroom with fun and stimulating activities that are easy to
incorporate directly into the lesson plan.

• Test Prep
Scott Foresman - Addison Wesley Mathematics builds understanding through
connections to prior knowledge, math strands, other subjects and the real world. It provides
practice for maximum results and offers assessment in a variety of ways. Besides carefully
placed reviews at the end of each Section, an important Test Prep strand runs throughout the
program. Writing exercises prepare students for open-ended and short-or extended-response
questions on state and national tests. Spiral review in a test format help students keep their
test-taking skills sharp.

• Priority on problem solving:
Problem-solving instruction is systematic and explicit. Reading connections help children with
problem-solving skills and strategies for math. Reading for Math Success encourages
students to use the reading skills and strategies they already know to solve math problems.

• Instructional Support
In the Teacher Edition, the Lesson Planner provides an easy, at-a-glance planning tool. It
identifies objectives, math understandings, focus questions, vocabulary, and resources for
each lesson in the chapter. Professional Development at the beginning of each chapter in the
Teacher Edition includes a Skills Trace as well as Math Background and Teaching Tips for
each section in the chapter.

Ancillaries help to reach all learners with practice, problem solving, hands-on math, language
support, assessment and teacher support. Technology resources for both the student and the
teacher provide a whole new dimension to math instruction by helping to create motivating
and engaging lessons.
Scott Foresman–Addison Wesley Mathematics
Correlated to the Common Core State Standards for Mathematics

Table of Contents

Kindergarten................................................................................................. 1

Grade 1........................................................................................................ 5

Grade 2.......................................................................................................10

Grade 3.......................................................................................................14

Grade 4.......................................................................................................20

Grade 5.......................................................................................................26

Grade 6.......................................................................................................32
Scott Foresman–Addison Wesley Mathematics
Correlated to the Common Core State Standards for Mathematics

Common Core State Standards for Scott Foresman–Addison Wesley Mathematics
Mathematics - Kindergarten Kindergarten
Counting and Cardinality K.CC
Know number names and the count sequence.
1. Count to 100 by ones and by tens. SE/TE: 53A-53B, 53-54, 57A-57B, 57-58, 77A-77B,
77-78, 79A-79B, 79-80, 83A-83B, 83-84, 103A-103B,
103-104, 115A-115B, 115-116, 287A-287B, 287-288,
289A-289B, 289-290, 291A-291B, 291-292

2. Count forward beginning from a given SE/TE: 113, 285I-285L, 285, 286, 287A-287B, 287-
number within the known sequence (instead of 288, 289A-289B, 289-290, 291A-291B, 291-292,
having to begin at 1). 293A-293B, 293-294, 295A-295B, 295-296, 299A-
299B, 299-300, 301-302

3. Write numbers from 0 to 20. Represent a SE/TE: 55A-55B, 55-56, 59A-59B, 59-60, 61A-61B,
number of objects with a written numeral 0-20 61-62, 81A-81B, 81-82, 85A-85B, 85-86, 105A-105B,
(with 0 representing a count of no objects). 105-106, 107A-107B, 107-108, 109A-109B, 109-110,
111A-111B, 111-112, 117A-117B, 117-118

Count to tell the number of objects.
4. Understand the relationship between numbers and quantities; connect counting to cardinality.
a. When counting objects, say the number SE/TE: 53A-53B, 53-54, 57A-57B, 57-58, 77A-77B,
names in the standard order, pairing each 77-78, 79A-79B, 79-80, 83A-83B, 83-84, 103A-103B,
object with one and only one number name and 103-104, 115A-115B, 115-116, 287A-287B, 287-288,
each number name with one and only one 289A-289B, 289-290, 291A-291B, 291-292
object.

b. Understand that the last number name said SE/TE: 53A-53B, 53-54, 57A-57B, 57-58, 77A-77B,
tells the number of objects counted. The 77-78, 79A-79B, 79-80, 83A-83B, 83-84, 103A-103B,
number of objects is the same regardless of 103-104, 115A-115B, 115-116, 287A-287B, 287-288,
their arrangement or the order in which they 289A-289B, 289-290, 291A-291B, 291-292
were counted.
c. Understand that each successive number SE/TE: 53A-53B, 53-54, 57A-57B, 57-58, 77A-77B,
name refers to a quantity that is one larger. 77-78, 79A-79B, 79-80, 83A-83B, 83-84, 103A-103B,
103-104, 115A-115B, 115-116, 235A-235B, 235-236,
291A-291B

5. Count to answer “how many?” questions SE/TE: 53A-53B, 53-54, 57A-57B, 57-58, 77A-77B,
about as many as 20 things arranged in a line, a 77-78, 79A-79B, 79-80, 83A-83B, 83-84, 103A-103B,
rectangular array, or a circle, or as many as 10 103-104, 115A-115B, 115-116, 287A-287B, 287-288,
things in a scattered configuration; given a 289A-289B, 289-290, 291A-291B, 291-292
number from 1–20, count out that many
objects.
Compare numbers.
6. Identify whether the number of objects in one SE/TE: 25I, 27A-27B, 27-28, 29-30, 47B, 49, 51J, 51,
group is greater than, less than, or equal to the 63A-63B, 63-64, 67A-67B, 67-68, 71A-71B, 71-72, 74,
number of objects in another group, e.g., by 75N, 75, 79A, 87A-87B, 87-88, 89A-89B, 89-90, 97A-
using matching and counting strategies. 97B, 97, 101, 103A, 121A-121B, 121-122, 130, 253A-
253B, 269A-269B, 269-270, 277A

7. Compare two numbers between 1 and 10 SE/TE: 51J, 51, 63A-63B, 63-64, 67A-67B, 67-68,
presented as written numerals. 71A-71B, 71-72, 74, 75N, 75, 79A, 87A-87B, 87-88,
89A-89B, 89-90,97A-97B, 97, 101, 103A, 121A-121B,
121-122, 130, 253A-253B, 269A-269B, 269-270

1
SE = Student Edition TE = Teacher Edition
Scott Foresman–Addison Wesley Mathematics
Correlated to the Common Core State Standards for Mathematics
Common Core State Standards for Scott Foresman–Addison Wesley Mathematics
Mathematics - Kindergarten Kindergarten
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 SE/TE: 223I-223N, 223-224, 225A-225B, 225-226,
objects, fingers, mental images, drawings, 227A-227B, 227-228, 229A-229B, 229-230, 231A-
sounds (e.g., claps), acting out situations, 231B, 231-232, 233A-233B, 233-234, 235A-235B,
verbal explanations, expressions, or equations. 235-236, 239A, 239-240, 241-242, 243I, 243K-243L,
243N, 243-244, 245A-245B, 245-246, 247A-247B,
247-248, 249A-249B, 249-250, 251A-251B, 251-252,
253A-253B, 253-254, 255A-255B, 255-256, 257A-
257B, 259A, 259-260, 261-262, 263I-263N, 263-264,
265A-265B, 265-266, 267A-267B, 267-268, 271A-
271B, 271-272, 273A-273B, 273-274, 275A-275B,
275-276, 277A-277B, 277-278, 279A-279B, 279-280,
281A-281B, 281-282, 283-284, 286

2. Solve addition and subtraction word SE/TE: 223I-223N, 223-224, 225A-225B, 225-226,
problems, and add and subtract within 10, e.g., 227A-227B, 227-228, 229A-229B, 229-230, 231A-
by using objects or drawings to represent the 231B, 231-232, 233A-233B, 233-234, 235A-235B,
problem. 235-236, 239A, 239-240, 241-242, 243I, 243K-243L,
243N, 243-244, 245A-245B, 245-246, 247A-247B,
247-248, 249A-249B, 249-250, 251A-251B, 251-252,
253A-253B, 253-254, 255A-255B, 255-256, 257A-
257B, 259A, 259-260, 261-262, 263I-263N, 263-264,
265A-265B, 265-266, 267A-267B, 267-268, 271A-
271B, 271-272, 273A-273B, 273-274, 275A-275B,
275-276, 277A-277B, 277-278, 279A-279B, 279-280,
281A-281B, 281-282, 283-284, 286

3. Decompose numbers less than or equal to 10 SE/TE: 57, 223I-223N, 223, 224, 225A-225B, 225-
into pairs in more than one way, e.g., by using 226, 227A-227B, 227-228, 229A-229B, 229-230,
objects or drawings, and record each 231A-231B, 231-232, 233A-233B, 233-234, 241, 250,
decomposition by a drawing or equation (e.g., 5 257, 259
= 2 + 3 and 5 = 4 + 1).

4. For any number from 1 to 9, find the number SE/TE: 223I, 223K, 231A-231B, 231-232, 233A-233B,
that makes 10 when added to the given 234, 241
number, e.g., by using objects or drawings, and
record the answer with a drawing or equation.

5. Fluently add and subtract within 5. SE/TE: 225A-225B, 225-226, 235A-235B, 235-236,
239, 241-242, 243L, 243, 245A-245B, 245-246, 247-
248, 249B, 249-250, 251A-251B, 251-252, 253B, 253-
254, 255B, 255-256, 257, 259-260, 261-262, 263,
265A-265B, 266, 267-268, 271B, 271-272, 273B, 273-
274, 275B, 275-276, 277, 279-280, 281, 284

2
SE = Student Edition TE = Teacher Edition
Scott Foresman–Addison Wesley Mathematics
Correlated to the Common Core State Standards for Mathematics
Common Core State Standards for Scott Foresman–Addison Wesley Mathematics
Mathematics - Kindergarten Kindergarten
Number and Operations in Base Ten K.NBT
Work with numbers 11–19 to gain foundations for place value.
1. Compose and decompose numbers from 11 to SE/TE: 103A-103B, 103-104, 105A-105B, 105-106,
19 into ten ones and some further ones, e.g., by 107A-107B, 107-108, 109A, 109, 111A, 111, 115A-
using objects or drawings, and record each 115B, 115-116, 117A, 121B, 129, 291A-291B
composition or decomposition by a drawing or
equation (e.g., 18 = 10 +8); understand that
these numbers are composed of ten ones and
one, two, three, four, five, six, seven, eight, or
nine ones.

Measurement and Data K.MD
Describe and compare measurable attributes.
1. Describe measurable attributes of objects, SE/TE: 131I, 131K-131N, 131, 135A-135B, 135-136,
such as length or weight. Describe several 137A-137B, 137-138, 139A-139B, 139-140, 141A-
measurable attributes of a single object. 141B, 141-142, 147A-147B, 147-148, 151A-151B,
151-152, 157-158

2. Directly compare two objects with a SE/TE: 131I-131N, 131, 133A-133B, 133-134, 135A-
measurable attribute in common, to see which 135B, 135-136, 137A-137B, 137-138, 145A-145B,
object has “more of”/“less of” the attribute, and 145-146, 149A-149B, 149-150, 155A-155B, 155-156,
describe the difference. For example, directly 157-158
compare the heights of two children and
describe one child as taller/shorter.

Classify objects and count the number of SE/TE: 1I-1L, 1, 13A-13B, 13-14, 15A-15B, 15-16,
objects in each category. 17A-17B, 17-18, 19A-19B, 19-20, 24, 25K, 25, 31A-
3. Classify objects into given categories; count 31B, 31-32, 33A-33B, 33-34, 47A-47B, 47, 49, 51M,
the numbers of objects in each category and 53-54, 67A-67B, 67-68, 73
sort the categories by count.

Geometry K.G
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones,
cylinders, and spheres).
1. Describe objects in the environment using SE/TE: 1K-1L, 1Q-1R, 1-2, 3A-3B, 3-4, 5A-5B, 5-6,
names of shapes, and describe the relative 7A-7B, 7-8, 9A-9B, 9-10, 21A-21B, 21, 23
positions of these objects using terms such as
above, below, beside, in front of, behind, and
next to.

3
SE = Student Edition TE = Teacher Edition
Scott Foresman–Addison Wesley Mathematics
Correlated to the Common Core State Standards for Mathematics
Common Core State Standards for Scott Foresman–Addison Wesley Mathematics
Mathematics - Kindergarten Kindergarten
2. Correctly name shapes regardless of their SE/TE: 1J, 1P, 15A-15B, 15-16, 17A-17B, 17-18, 19A-
orientations or overall size. 19B, 19-20, 24, 39, 41A-41B, 45-46, 50, 71B, 95,
195I, 195K-195L, 195, 201A-201B, 201-202, 203A-
203B, 203-204, 205A-205B, 205-206, 207A-207B,
207-208, 209A-209B, 209-210, 211A-211B, 211,
213A-213B, 215A-215B, 219A-219B, 219, 221-222,
223, 229B

3. Identify shapes as two-dimensional (lying in a SE/TE: 195I, 195K-195L, 195, 197A-197B, 197-198,
plane, “flat”) or three dimensional (“solid”). 199A-199B, 199-200, 201A-201B, 201-202, 203A-
203B, 203-204, 205A-205B, 205-206, 207A-207B,
207-208, 209A-209B, 209-210, 211A-211B, 211-212,
213A-213B, 215A-215B, 219A-219B, 219, 221-222,
223, 229B

Analyze, compare, create, and compose shapes.
4. Analyze and compare two- and three- SE/TE: 195I, 195K-195L, 195, 197A-197B, 197-198,
dimensional shapes, in different sizes and 199A-199B, 199-200, 201A-201B, 201-202, 203A-
orientations, using informal language to 203B, 203-204, 205A-205B, 205-206, 207A-207B,
describe their similarities, differences, parts 207-208, 209A-209B, 209-210, 211A-211B, 211-212,
(e.g., number of sides and vertices/“corners”) 213A-213B, 215A-215B, 219A-219B, 219, 221-222,
and other attributes (e.g., having sides of equal 223, 229B
length).

5. Model shapes in the world by building shapes SE/TE: 195I, 195K, 205B, 207B, 209B, 211B
from components (e.g., sticks and clay balls)
and drawing shapes.

6. Compose simple shapes to form larger SE/TE: 205B, 209A-209B, 209-210
shapes. For example, “Can you join these two
triangles with full sides touching to make a
rectangle?”

4
SE = Student Edition TE = Teacher Edition
Scott Foresman–Addison Wesley Mathematics
Correlated to the Common Core State Standards for Mathematics
Common Core State Standards for Scott Foresman–Addison Wesley Mathematics
Mathematics Grade 1 Grade 1
Operations and Algebraic Thinking 1.OA
Represent and solve problems involving addition and subtraction.
1. Use addition and subtraction within 20 to SE/TE: 43I-43L, 45A-45B, 45-46, 47B, 49A-49B, 50,
solve word problems involving situations of 51A-51B, 51-52, 53B, 55-56, 57A-57B, 57-58, 59, 60,
adding to, taking from, putting together, taking 61A-61B, 61-62, 63B, 63, 65A-65B, 65-66, 67A-67B,
apart, and comparing, with unknowns in all 67, 69B, 71A-71B, 71-72, 73, 76, 79A-79B, 79-80, 82,
positions, e.g., by using objects, drawings, and 86, 88, 89K-89L, 91B, 92, 97A-97B, 99A-99B, 99-100,
equations with a symbol for the unknown 101, 102, 107B, 108, 109-110, 111A-111B, 111-112,
number to represent the problem. 113A-113B, 113-114, 115, 119, 120, 121, 122, 127B,
128, 131-132, 133A-133B, 133-134, 135, 136, 137A,
142, 143A-143B, 143-144, 145B, 145-146, 147, 148,
152, 154, 154B, 415K-415L, 417B, 419B, 420, 426,
427B, 436, 439B, 440, 445A-445B, 445-446, 447B,
447-448, 449, 457K-457L, 460, 463A, 472, 475A,
477B, 483B, 483-484, 489, 490

2. Solve word problems that call for addition of SE/TE: 427A-427B, 427-428, 448, 453
three whole numbers whose sum is less than or
equal to 20, e.g., by using objects, drawings,
and equations with a symbol for the unknown
number to represent the problem.

Understand and apply properties of operations and the relationship between addition and
subtraction.
3. Apply properties of operations as strategies to SE/TE: 93A-93B, 93-94, 101, 116, 123, 139A-139B,
add and subtract. Examples: If 8 + 3 = 11 is 139-140, 154, 154A-154B, 415J, 427A-427B, 427-428,
known, then 3 + 8 = 11 is also known. 433, 437A-437B, 437-438, 448, 452, 453, 455-456
(Commutative property of addition.) To add 2 +
6 + 4, the second two numbers can be added to
make a ten, so 2 + 6 + 4 = 2 + 10 = 12.
(Associative property of addition.)

4. Understand subtraction as an unknown- SE/TE: 123J, 123, 137A-137B, 137-138, 139A-139B,
addend problem. For example, subtract 10 – 8 139-140, 141A-141B, 141-142, 147, 153-154, 154A,
by finding the number that makes 10 when 164, 415, 417B, 435A-435B, 435-436, 437A-437B,
added to 8. 437-438, 439A-439B, 439-440, 443A-443B, 443, 449,
452, 454, 455-456, 492A

Add and subtract within 20.
5. Relate counting to addition and subtraction SE/TE: 17A-17B, 17-18, 19A-19B, 19-20, 91A-91B,
(e.g., by counting on 2 to add 2). 91-92, 95A-95B, 95-96, 97A-97B, 97-98, 105A-105B,
105-106, 123I, 125A-125B, 125-126, 127A-127B, 127-
128, 419A-419B, 419-420

5
SE = Student Edition TE = Teacher Edition
Scott Foresman–Addison Wesley Mathematics
Correlated to the Common Core State Standards for Mathematics
Common Core State Standards for Scott Foresman–Addison Wesley Mathematics
Mathematics Grade 1 Grade 1
6. Add and subtract within 20, demonstrating SE/TE: 89I-89J, 91A-91B, 91-92, 93A-93B, 93-94,
fluency for addition and subtraction within 10. 95A-95B, 95-96, 97A-97B, 97-98, 99A-99B, 99-100,
Use strategies such as counting on; making ten 101, 102, 103A-103B, 103-104, 105A-105B, 105-106,
(e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); 107A-107B, 107-108, 109-110, 111A-111B, 111-112,
decomposing a number leading to a ten (e.g., 113A-113B, 113-114, 115, 116, 123I-123L, 125A-
13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the 125B, 125-126, 127A-127B, 127-128, 129A-129B,
relationship between addition and subtraction 129-130, 131-132, 133A-133B, 133-134, 135, 136,
(e.g., knowing that 8 + 4 = 12, one knows 12 – 137A-137B, 137-138, 139A-139B, 139-140, 141A-
8 = 4); and creating equivalent but easier or 141B, 141-142, 143A-143B, 143-144, 145A-145B,
known sums (e.g., adding 6 + 7 by creating the 145-146, 147, 148, 149, 150, 151, 152, 153-154,
known equivalent 6 + 6 + 1 = 12 + 1 = 13). 154A-154B, 415J, 415, 417A-417B, 417-418, 419A-
419B, 419-420, 421A-421B, 421-422, 423A-423B,
423-424, 425A-425B, 425-426, 427A-427B, 427-428,
433, 434, 435A-435B, 435-436, 437A-437B, 437-438,
439A-439B, 439-440, 441A-441B, 441-442, 443A-
443B, 443-444, 449, 450, 455-456

Work with addition and subtraction equations.
7. Understand the meaning of the equal sign, Sample References:
and determine if equations involving addition SE/TE: 49A-49B, 49-50, 125A-125B, 125-126, 127A-
and subtraction are true or false. For example, 127B, 127-128, 129A-129B, 129-130, 131-132, 133A-
which of the following equations are true and 133B, 133-134, 135, 136, 137A-137B, 137-138, 139A-
which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 139B, 139-140, 141A-141B, 141-142, 143A-143B,
5, 4 + 1 = 5 + 2. 143-144, 145A-145B, 145-146, 297-298, 417A-417B,
417-418, 419A-419B, 419-420, 421A-421B, 421-422,
423A-423B, 423-424, 425A-425B, 425-426, 427A-
427B, 427-428, 433, 434, 435A-435B, 435-436, 437A-
437B, 437-438, 439A-439B, 439-440, 441A-441B,
441-442, 443A-443B, 443-444

8. Determine the unknown whole number in an SE/TE: 83, 96, 126, 139, 145, 422, 428, 462, 476
addition or subtraction equation relating three
whole numbers. For example, determine the
unknown number that makes the equation true
in each of the equations 8 + ? = 11, 5 = (cid:31) – 3,
6 + 6 = (cid:31)

Number and Operations in Base Ten 1.NBT
Extend the counting sequence.
1. Count to 120, starting at any number less SE/TE: 239I-239J, 241A-241B, 241-242, 243A-243B,
than 120. In this range, read and write 243-244, 245A-245B, 245-246, 247A-247B, 247-248,
numerals and represent a number of objects 249A-249B, 249-250, 253, 255A-255B, 255-256,
with a written numeral. 257A-257B, 257-258, 261A-261B, 261-262, 263A-
263B, 263-264, 265A, 265-266, 269B, 269-270, 271-
272, 273, 274, 275, 276, 277-278, 279I-279J, 281A-
281B, 281-282, 283A-283B, 283-284, 285A-285B,
285-286, 287A-287B, 287-288, 289-290, 291A-291B,
291-292, 293-294, 295A-295B, 295-296, 297A-297B,
297-298, 299A-299B, 299-300, 301A-310B, 301-302,
303A-303B, 303-304, 305-306, 317-318, 319B, 319-
320, 321, 322, 323, 325, 326, 327-328, 328A-328B

6
SE = Student Edition TE = Teacher Edition
Scott Foresman–Addison Wesley Mathematics
Correlated to the Common Core State Standards for Mathematics
Common Core State Standards for Scott Foresman–Addison Wesley Mathematics
Mathematics Grade 1 Grade 1
Understand place value.
2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand
the following as special cases:
a. 10 can be thought of as a bundle of ten ones SE/TE: 239I-239J, 241A-241B, 241-242, 243A-243B,
— called a “ten.” 243-244, 247A-247B, 247-248, 249A-249B, 249-250,
251A-251B, 251-252, 255A-255B, 255-256, 279I-279J,
281A-281B, 281-282, 283A-283B, 283-284, 285A-
285B, 285-286, 287A-287B, 287-288, 289-290, 291A-
291B, 291-292, 293, 297A-297B, 297-298, 299B,
301A-301B, 457, 459A-459B, 459-460, 461A-461B,
461-462, 463A-463B, 463-464

b. The numbers from 11 to 19 are composed of SE/TE: 239I-239J, 241A-241B, 241-242, 253
a ten and one, two, three, four, five, six, seven,
eight, or nine ones.

c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, SE/TE: 239I-239J, 241A-241B, 241-242, 243A-243B,
90 refer to one, two, three, four, five, six, 243-244, 245A-245B, 245-246, 247A-247B, 247-248,
seven, eight, or nine tens (and 0 ones). 249A-249B, 249-250, 251A-251B, 251-252, 255A-
255B, 255-256, 279I-279J, 281A-281B, 281-282,
283A-283B, 283-284, 285A-285B, 285-286, 287A-
287B, 287-288, 289-290, 291A-291B, 291-292, 293,
299B, 459A-459B, 459-460

3. Compare two two-digit numbers based on SE/TE: 297A-297B, 297-298, 301A-301B, 301-302,
meanings of the tens and ones digits, recording 305, 322
the results of comparisons with the symbols >,
=, and <.

Use place value understanding and properties of operations to add and subtract.
4. Add within 100, including adding a two-digit SE/TE: 417A-417B, 417-418, 419A-419B, 419-420,
number and a one-digit number, and adding a 421A-421B, 421-422, 423A-423B, 423-424, 425A-
two-digit number and a multiple of 10, using 425B, 425-426, 427A-427B, 427-428, 429A-429B,
concrete models or drawings and strategies 429-430, 435A-435B, 435-436, 439A-439B, 439-440,
based on place value, properties of operations, 459A-459B, 459-460, 461A-461B, 461-462, 463A-
and/or the relationship between addition and 463B, 463-464, 465A-465B, 465-466
subtraction; relate the strategy to a written
method and explain the reasoning used.
Understand that in adding two-digit numbers,
one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.

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SE = Student Edition TE = Teacher Edition