## EARLY CHILDHOOD

### Dance With the Animals

#### CCSS.ELA-Literacy.SL.K.1

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

#### CCSS.ELA-Literacy.L.K.5d

Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

### Nursery Rhymes

#### CCSS.ELA-Literacy.RL.K.5

Recognize common types of texts (e.g., storybooks, poems).

#### CCSS.ELA-Literacy.RF.K.2a

Recognize and produce rhyming words.

#### CCSS.ELA-Literacy.SL.K.1

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

#### CCSS.ELA-Literacy.SL.K.1a

Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

### Colors, Shapes & Counting

#### CCSS.Math.Content.K.CC.B.4

Understand the relationship between numbers and quantities; connect counting to cardinality.

#### CCSS.Math.Content.K.CC.B.4a

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.

#### CCSS.Math.Content.K.CC.B.4b

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.

#### CCSS.Math.Content.K.CC.B.4c

Understand that each successive number name refers to a quantity that is one larger.

#### CCSS.Math.Content.K.CC.B.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.

### Alphabet

#### CCSS.ELA-Literacy.RF.K.1

Demonstrate understanding of the organization and basic features of print.

#### CCSS.ELA-Literacy.RF.K.1d

Recognize and name all upper- and lowercase letters of the alphabet.

#### CCSS.ELA-Literacy.L.K.1a

Print many upper- and lowercase letters.

### Alphabet Exercise

#### CCSS.ELA-Literacy.RF.K.1

Demonstrate understanding of the organization and basic features of print.

#### CCSS.ELA-Literacy.RF.K.1d

Recognize and name all upper- and lowercase letters of the alphabet.

#### CCSS.ELA-Literacy.L.K.1a

Print many upper- and lowercase letters.

### Alphabet Circus

#### CCSS.ELA-Literacy.RF.K.1

Demonstrate understanding of the organization and basic features of print.

#### CCSS.ELA-Literacy.RF.K.1d

Recognize and name all upper- and lowercase letters of the alphabet.

#### CCSS.ELA-Literacy.L.K.1a

Print many upper- and lowercase letters.

### Getting Ready for Kindergarten

#### CCSS.ELA-Literacy.RF.K.1b

Recognize that spoken words are represented in written language by specific sequences of letters.

#### CCSS.ELA-Literacy.RL.K.1

With prompting and support, ask and answer questions about key details in a text.

#### CCSS.ELA-Literacy.RL.K.3

With prompting and support, identify characters, settings, and major events in a story.

#### CCSS.ELA-Literacy.L.K.5a

Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

#### CCSS.ELA-Literacy.SL.K.1a

Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

## LANGUAGE ARTS

### Letter Sounds

#### CCSS.ELA-Literacy.RF.K.1d

Recognize and name all upper- and lowercase letters of the alphabet.

#### CCSS.ELA-Literacy.RF.K.1b

Recognize that spoken words are represented in written language by specific sequences of letters.

#### CCSS.ELA-Literacy.RF.K.1c

Understand that words are separated by spaces in print.

#### CCSS.ELA-Literacy.RF.K.2a

Recognize and produce rhyming words.

#### CCSS.ELA-Literacy.L.K.2c

Write a letter or letters for most consonant and short-vowel sounds (phonemes).

#### CCSS.ELA-Literacy.RF.K.2c

Blend and segment onsets and rimes of single-syllable spoken words.

#### CCSS.ELA-Literacy.RF.K.2d

Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)

#### CCSS.ELA-Literacy.RF.K.2e

Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

#### CCSS.ELA-Literacy.RF.K.3a

Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant.

#### CCSS.ELA-Literacy.L.K.2d

Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

### Sight Words

#### CCSS.ELA-Literacy.L.K.5c

Identify real-life connections between words and their use (e.g., note places at school that are colorful).

#### CCSS.ELA-Literacy.L.K.6

Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

#### CCSS.ELA-Literacy.RF.K.3c

Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

### Sight Words Level 2

#### CCSS.ELA-Literacy.L.K.5c

Identify real-life connections between words and their use (e.g., note places at school that are colorful).

#### CCSS.ELA-Literacy.L.K.6

Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

#### CCSS.ELA-Literacy.RF.K.3c

Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

### Phonics Volume 1

#### CCSS.ELA-Literacy.RF.K.1b

Recognize that spoken words are represented in written language by specific sequences of letters.

#### CCSS.ELA-Literacy.RF.K.1c

Understand that words are separated by spaces in print.

#### CCSS.ELA-Literacy.RF.K.2a

Recognize and produce rhyming words.

#### CCSS.ELA-Literacy.L.K.2c

Write a letter or letters for most consonant and short-vowel sounds (phonemes).

#### CCSS.ELA-Literacy.RF.K.2c

Blend and segment onsets and rimes of single-syllable spoken words.

#### CCSS.ELA-Literacy.RF.K.3b

Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

#### CCSS.ELA-Literacy.RF.1.2b

Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

#### CCSS.ELA-Literacy.RF.1.2c

Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

#### CCSS.ELA-Literacy.RF.1.2d

Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

#### CCSS.ELA-Literacy.RF.1.3a

Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).

#### CCSS.ELA-Literacy.RF.1.3b

Decode regularly spelled one-syllable words.

#### CCSS.ELA-Literacy.RF.1.3c

Know final -e and common vowel team conventions for representing long vowel sounds.

#### CCSS.ELA-Literacy.RF.1.4

Read with sufficient accuracy and fluency to support comprehension.

### Phonics Volume 2

#### CCSS.ELA-Literacy.RF.1.3

Know and apply grade-level phonics and word analysis skills in decoding words.

#### CCSS.ELA-Literacy.RF.1.3a

Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).

#### CCSS.ELA-Literacy.RF.1.3b

Decode regularly spelled one-syllable words.

#### CCSS.ELA-Literacy.RF.1.3c

Know final -e and common vowel team conventions for representing long vowel sounds.

#### CCSS.ELA-Literacy.RF.1.3d

Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

#### CCSS.ELA-Literacy.RF.1.3e

Decode two-syllable words following basic patterns by breaking the words into syllables.

#### CCSS.ELA-Literacy.RF.2.4

Read with sufficient accuracy and fluency to support comprehension.

#### CCSS.ELA-Literacy.RF.2.3a

Distinguish long and short vowels when reading regularly spelled one-syllable words.

#### CCSS.ELA-Literacy.RF.2.3b

Know spelling-sound correspondences for additional common vowel teams.

#### CCSS.ELA-Literacy.RF.2.3c

Decode regularly spelled two-syllable words with long vowels.

#### CCSS.ELA-Literacy.RF.2.4

Read with sufficient accuracy and fluency to support comprehension.

### Phonics Volume 1 & 2

#### CCSS.ELA-Literacy.RF.K.1b

Recognize that spoken words are represented in written language by specific sequences of letters.

#### CCSS.ELA-Literacy.RF.K.2c

Blend and segment onsets and rimes of single-syllable spoken words.

#### CCSS.ELA-Literacy.RF.K.3b

Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

#### CCSS.ELA-Literacy.RF.1.3

Know and apply grade-level phonics and word analysis skills in decoding words.

#### CCSS.ELA-Literacy.RF.1.3a

Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).

#### CCSS.ELA-Literacy.RF.1.3b

Decode regularly spelled one-syllable words.

#### CCSS.ELA-Literacy.RF.1.3c

Know final -e and common vowel team conventions for representing long vowel sounds.

#### CCSS.ELA-Literacy.RF.1.3e

Decode two-syllable words following basic patterns by breaking the words into syllables.

#### CCSS.ELA-Literacy.RF.2.3a

Distinguish long and short vowels when reading regularly spelled one-syllable words.

#### CCSS.ELA-Literacy.RF.2.3b

Know spelling-sound correspondences for additional common vowel teams.

#### CCSS.ELA-Literacy.RF.2.3c

Decode regularly spelled two-syllable words with long vowels.

### Phonics Easy Readers

#### CCSS.ELA-Literacy.RF.K.1

Demonstrate understanding of the organization and basic features of print.

#### CCSS.ELA-Literacy.RF.K.1a

Follow words from left to right, top to bottom, and page by page.

#### CCSS.ELA-Literacy.RF.K.1b

Recognize that spoken words are represented in written language by specific sequences of letters.

#### CCSS.ELA-Literacy.RF.K.1c

Understand that words are separated by spaces in print.

#### CCSS.ELA-Literacy.RF.1.1

Demonstrate understanding of the organization and basic features of print.

#### CCSS.ELA-Literacy.RF.1.1a

Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

#### CCSS.ELA-Literacy.RF.1.3

Know and apply grade-level phonics and word analysis skills in decoding words.

#### CCSS.ELA-Literacy.RF.1.3b

Decode regularly spelled one-syllable words.

#### CCSS.ELA-Literacy.RF.1.3c

Know final -e and common vowel team conventions for representing long vowel sounds.

#### CCSS.ELA-Literacy.RF.1.3e

Decode two-syllable words following basic patterns by breaking the words into syllables.

#### CCSS.ELA-Literacy.RF.1.3f

Read words with inflectional endings.

#### CCSS.ELA-Literacy.RF.1.3g

Recognize and read grade-appropriate irregularly spelled words.

#### CCSS.ELA-Literacy.RF.1.4

Read with sufficient accuracy and fluency to support comprehension.

#### CCSS.ELA-Literacy.RF.1.4a

Read grade-level text with purpose and understanding.

#### CCSS.ELA-Literacy.RF.1.4b

Read grade-level text orally with accuracy, appropriate rate, and expression.

#### CCSS.ELA-Literacy.RF.1.4c

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

#### CCSS.ELA-Literacy.RF.2.3a

Distinguish long and short vowels when reading regularly spelled one-syllable words.

#### CCSS.ELA-Literacy.RF.2.3b

Know spelling-sound correspondences for additional common vowel teams.

### Read Along Stories

#### CCSS.ELA-Literacy.RL.1.2

Retell stories, including key details, and demonstrate understanding of their central message or lesson.

#### CCSS.ELA-Literacy.RF.1.4

Read with sufficient accuracy and fluency to support comprehension.

#### CCSS.ELA-Literacy.RF.1.4a

Read grade-level text with purpose and understanding.

#### CCSS.ELA-Literacy.RF.1.4b

Read grade-level text orally with accuracy, appropriate rate, and expression.

#### CCSS.ELA-Literacy.RF.1.4c

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

#### CCSS.ELA-Literacy.RL.2.2

Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

#### CCSS.ELA-Literacy.RF.2.3

Know and apply grade-level phonics and word analysis skills in decoding words.

#### CCSS.ELA-Literacy.RF.2.3a

Distinguish long and short vowels when reading regularly spelled one-syllable words.

#### CCSS.ELA-Literacy.RF.2.3b

Know spelling-sound correspondences for additional common vowel teams.

#### CCSS.ELA-Literacy.RF.2.3c

Decode regularly spelled two-syllable words with long vowels.

#### CCSS.ELA-Literacy.RF.2.3d

Decode words with common prefixes and suffixes.

#### CCSS.ELA-Literacy.RF.2.3e

Identify words with inconsistent but common spelling-sound correspondences.

#### CCSS.ELA-Literacy.RF.2.3f

Recognize and read grade-appropriate irregularly spelled words.

#### CCSS.ELA-Literacy.RF.2.4

Read with sufficient accuracy and fluency to support comprehension.

#### CCSS.ELA-Literacy.RF.2.4a

Read grade-level text with purpose and understanding.

#### CCSS.ELA-Literacy.RF.2.4b

Read grade-level text orally with accuracy, appropriate rate, and expression.

#### CCSS.ELA-Literacy.RF.2.4c

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

### Reading Comprehension

#### CCSS.ELA-Literacy.RL.2.1

Ask and answer such questions as who, what, where, when, why, andhow to demonstrate understanding of key details in a text.

#### CCSS.ELA-Literacy.RI.2.2

Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

#### CCSS.ELA-Literacy.RI.2.6

Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

#### CCSS.ELA-Literacy.RL.3.1

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

#### CCSS.ELA-Literacy.RI.3.2

Determine the main idea of a text; recount the key details and explain how they support the main idea.

#### CCSS.ELA-Literacy.L.3.4a

Use sentence-level context as a clue to the meaning of a word or phrase.

### Writing Strategies

#### CCSS.ELA-Literacy.W.3.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

#### CCSS.ELA-Literacy.W.3.3a

Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

#### CCSS.ELA-Literacy.W.3.3b

Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

#### CCSS.ELA-Literacy.W.3.3c

Use temporal words and phrases to signal event order.

#### CCSS.ELA-Literacy.W.3.3d

Provide a sense of closure.

#### CCSS.ELA-Literacy.L.3

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

#### CCSS.ELA-Literacy.L.3.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

#### CCSS.ELA-Literacy.L.3.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

#### CCSS.ELA-Literacy.L.3.3a

Choose words and phrases for effect.

#### CCSS.ELA-Literacy.L.3.5

Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

#### CCSS.ELA-Literacy.W.4.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

#### CCSS.ELA-Literacy.W.4.3a

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

#### CCSS.ELA-Literacy.W.4.3b

Use dialogue and description to develop experiences and events or show the responses of characters to situations.

#### CCSS.ELA-Literacy.W.4.3c

Use a variety of transitional words and phrases to manage the sequence of events.

#### CCSS.ELA-Literacy.W.4.3d

Use concrete words and phrases and sensory details to convey experiences and events precisely.

#### CCSS.ELA-Literacy.W.4.3e

Provide a conclusion that follows from the narrated experiences or events.

#### CCSS.ELA-Literacy.L.4.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

#### CCSS.ELA-Literacy.L.4.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

#### CCSS.ELA-Literacy.L.4.3a

Choose words and phrases to convey ideas precisely.

#### CCSS.ELA-Literacy.L.4.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

#### CCSS.ELA-Literacy.L.4.5a

Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

#### CCSS.ELA-Literacy.W.5.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

#### CCSS.ELA-Literacy.W.5.3a

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

#### CCSS.ELA-Literacy.W.5.3b

Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

#### CCSS.ELA-Literacy.W.5.3c

Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

#### CCSS.ELA-Literacy.W.5.3d

Use concrete words and phrases and sensory details to convey experiences and events precisely.

#### CCSS.ELA-Literacy.W.5.3e

Provide a conclusion that follows from the narrated experiences or events.

#### CCSS.ELA-Literacy.W.6.3

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

#### CCSS.ELA-Literacy.W.6.3a

Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

#### CCSS.ELA-Literacy.W.6.3b

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

#### CCSS.ELA-Literacy.W.6.3c

Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

#### CCSS.ELA-Literacy.W.6.3d

Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

#### CCSS.ELA-Literacy.W.6.3e

Provide a conclusion that follows from the narrated experiences or events.

#### CCSS.ELA-Literacy.W.7.3

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

#### CCSS.ELA-Literacy.W.7.3a

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

#### CCSS.ELA-Literacy.W.7.3b

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

#### CCSS.ELA-Literacy.W.7.3c

Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

#### CCSS.ELA-Literacy.W.7.3d

Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

#### CCSS.ELA-Literacy.W.7.3e

Provide a conclusion that follows from and reflects on the narrated experiences or events.

#### CCSS.ELA-Literacy.W.8.3

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

#### CCSS.ELA-Literacy.W.8.3a

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

#### CCSS.ELA-Literacy.W.8.3b

Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

#### CCSS.ELA-Literacy.W.8.3c

Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

#### CCSS.ELA-Literacy.W.8.3d

Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

#### CCSS.ELA-Literacy.W.8.3e

Provide a conclusion that follows from and reflects on the narrated experiences or events.

#### CCSS.ELA-Literacy.W.9-10.3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

#### CCSS.ELA-Literacy.W.9-10.3a

Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

#### CCSS.ELA-Literacy.W.9-10.3b

Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

#### CCSS.ELA-Literacy.W.9-10.3c

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

#### CCSS.ELA-Literacy.W.9-10.3d

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

#### CCSS.ELA-Literacy.W.9-10.3e

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

#### CCSS.ELA-Literacy.W.11-12.3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

#### CCSS.ELA-Literacy.W.11-12.3a

Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

#### CCSS.ELA-Literacy.W.11-12.3b

Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

#### CCSS.ELA-Literacy.W.11-12.3c

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

#### CCSS.ELA-Literacy.W.11-12.3d

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

#### CCSS.ELA-Literacy.W.11-12.3e

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

### Grammar

#### CCSS.ELA-Literacy.L.3.1a

Explain the function of nouns, pronouns, and verbs,in general and their functions in particular sentences.

#### CCSS.ELA-Literacy.L.3.1e

Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

## MATH

### Addition & Subtraction Rap

#### CCSS.Math.Content.K.OA.A.1

Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. --– (Video version only)

#### CCSS.Math.Content.2.OA.B.2

Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.

### Addition & Subtraction Rock

#### CCSS.Math.Content.K.OA.A.1

Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. --– (Video version only)

#### CCSS.Math.Content.2.OA.B.2

Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.

### Addition & Subtraction Country

#### CCSS.Math.Content.2.OA.B.2

Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.

### Telling Time

#### CCSS.Math.Content.1.MD.B.3

Tell and write time in hours and half-hours using analog and digital clocks.

#### CCSS.Math.Content.2.MD.C.7

Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

#### CCSS.Math.Content.3.MD.A.1

Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

### Money & Making Change

#### CCSS.Math.Content.2.MD.C.8

Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using \$ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

### Multiplication Rap

#### CCSS.Math.Content.3.OA.A.1

Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. --– (Video version only)

#### CCSS.Math.Content.3.OA.C.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 one-digit numbers.

### Multiplication Rock

#### CCSS.Math.Content.3.OA.A.1

Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. --– (Video version only)

#### CCSS.Math.Content.3.OA.C.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 one-digit numbers.

### Multiplication Country

#### CCSS.Math.Content.3.OA.C.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 one-digit numbers.

### Math Word Problems

#### CCSS.Math.Content.3.OA.A.3

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

#### CCSS.Math.Content.3.OA.D.8

Solve two-step word problems using the four operations.

#### CCSS.Math.Content.3.MD.A.1

Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

#### CCSS.Math.Content.3.MD.B.3

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

#### CCSS.Math.Content.3.MD.C.6

Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

#### CCSS.Math.Content.3.MD.D.8

Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

### Division Rap

#### CCSS.Math.Content.3.OA.A.2

Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

#### CCSS.Math.Content.3.OA.B.6

Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

#### CCSS.Math.Content.3.OA.C.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 one-digit numbers.

### Division Rock

#### CCSS.Math.Content.3.OA.A.2

Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

#### CCSS.Math.Content.3.OA.B.6

Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

#### CCSS.Math.Content.3.OA.C.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 one-digit numbers.

### Beginning Fractions & Decimals

#### CCSS.Math.Content.1.G.A.3

Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of,fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

#### CCSS.Math.Content.2.G.A.3

Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

#### CCSS.Math.Content.3.NF.A.3

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

#### CCSS.Math.Content.3.NF.A.3a

Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

#### CCSS.Math.Content.3.NF.A.3b

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.

#### CCSS.Math.Content.3.NF.A.3c

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

#### CCSS.Math.Content.3.G.A.2

Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. 4th Grade:

#### CCSS.Math.Content.4.NF.B.3

Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

#### CCSS.Math.Content.4.NF.B.3a

Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

#### CCSS.Math.Content.4.NF.B.3b

Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.