Curriculum

#### Description:

This is a list of the Capacities for Imaginative Learning.

#### Subjects:

• Education > General
• Education > Teaching Techniques/Best Practices

• Grade 1
• Grade 2
• Grade 3
• Grade 4
• Grade 5
• K
• Grade 6
• Grade 7
• Grade 8
• Grade 9
• Grade 10
• Grade 11
• Grade 12

#### Keywords:

imagination creativity innovation capacities noticing embodying questioning connections patterns empathy ambiguity meaning action reflecting assessing

English

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Creative Commons Attribution Non-Commercial No Derivatives

#### Collections:

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Update Standards?

#### MA.1.1.PS.1: Mathematics

Explore, examine, and make observations about a social problem or mathematical situation

#### MA.1.1.PS.2: Mathematics

Interpret information correctly, identify the problem, and generate possible solutions

#### MA.1.1.PS.3: Mathematics

Act out or model with manipulatives activities involving mathematical content from literature and/or story telling

#### MA.1.1.PS.4: Mathematics

Formulate problems and solutions from everyday situations (e.g., counting the number of children in the class or using the calendar to teach counting)

#### MA.1.1.PS.5: Mathematics

Use informal counting strategies to find solutions

#### MA.1.1.PS.6: Mathematics

Experience teacher-directed questioning process to understand problems

#### MA.1.1.PS.7: Mathematics

Compare and discuss ideas for solving a problem with teacher and/or students to justify their thinking

#### MA.1.1.PS.8: Mathematics

Use manipulatives (e.g., tiles, blocks) to model the action in problems

#### MA.1.1.PS.9: Mathematics

Use drawings/pictures to model the action in problems

#### MA.1.1.PS.10: Mathematics

Explain to others how a problem was solved, giving strategies and justifications

#### MA.1.1.RP.1: Mathematics

Understand that mathematical statements can be true or false

#### MA.1.1.RP.2: Mathematics

Recognize that mathematical ideas need to be supported by evidence

#### MA.1.1.RP.3: Mathematics

Investigate the use of knowledgeable guessing as a mathematical tool

#### MA.1.1.RP.4: Mathematics

Explore guesses, using a variety of objects and manipulatives

#### MA.1.1.RP.5: Mathematics

Justify general claims, using manipulatives

#### MA.1.1.RP.6: Mathematics

Develop and explain an argument verbally or with objects

#### MA.1.1.RP.7: Mathematics

Listen to and discuss claims other students make

#### MA.1.1.RP.8: Mathematics

Use trial and error strategies to verify claims

#### MA.1.1.CM.1: Mathematics

Understand how to organize their thought processes with teacher guidance

#### MA.1.1.CM.2: Mathematics

Verbally support their reasoning and answer

#### MA.1.1.CM.3: Mathematics

Share mathematical ideas through the manipulation of objects, drawings, pictures, charts, and symbols in both written and verbal explanations

#### MA.1.1.CM.4: Mathematics

Listen to solutions shared by other students

#### MA.1.1.CM.5: Mathematics

Formulate mathematically relevant questions

#### MA.1.1.CM.6: Mathematics

Use appropriate mathematical terms, vocabulary, and language

#### MA.1.1.CN.1: Mathematics

Recognize the connections of patterns in their everyday experiences to mathematical ideas

#### MA.1.1.CN.2: Mathematics

Understand the connections between numbers and the quantities they represent

#### MA.1.1.CN.3: Mathematics

Compare the similarities and differences of mathematical ideas

#### MA.1.1.CN.4: Mathematics

Understand how models of situations involving objects, pictures, and symbols relate to mathematical ideas

#### MA.1.1.CN.5: Mathematics

Understand meanings of operations and how they relate to one another

#### MA.1.1.CN.6: Mathematics

Understand how mathematical models represent quantitative relationships

#### MA.1.1.CN.7: Mathematics

Recognize the presence of mathematics in their daily lives

#### MA.1.1.CN.8: Mathematics

Recognize and apply mathematics to solve problems

#### MA.1.1.CN.9: Mathematics

Recognize and apply mathematics to objects, pictures, and symbols

#### MA.1.1.R.1: Mathematics

Use multiple representations including verbal and written language, acting out or modeling a situation, drawings, and/or symbols as representations

#### MA.1.1.R.2: Mathematics

Share mental images of mathematical ideas and understandings

#### MA.1.1.R.3: Mathematics

Use standard and nonstandard representations

#### MA.1.1.R.4: Mathematics

Connect mathematical representations with problem solving

#### MA.1.1.R.5: Mathematics

Use mathematics to show and understand physical phenomena (e.g., estimate and represent the number of apples in a tree)

#### MA.1.1.R.6: Mathematics

Use mathematics to show and understand social phenomena (e.g., count and represent sharing cookies between friends)

#### MA.1.1.R.7: Mathematics

Use mathematics to show and understand mathematical phenomena (e.g., draw pictures to show a story problem, show number value using fingers on your hand)

#### MA.1.1.N.1: Mathematics

Count the items in a collection and know the last counting word tells how many items are in the collection (1 to 100)

#### MA.1.1.N.2: Mathematics

Count out (produce) a collection of a specified size (10 to 100 items), using groups of ten

#### MA.1.1.N.3: Mathematics

Quickly see and label with a number, collections of 1 to 10

#### MA.1.1.N.4: Mathematics

Count by 1's to 100

#### MA.1.1.N.5: Mathematics

Skip count by 10's to 100

#### MA.1.1.N.6: Mathematics

Skip count by 5's to 50

#### MA.1.1.N.7: Mathematics

Skip count by 2's to 20

#### MA.1.1.N.8: Mathematics

Verbally count from a number other than one by 1's

#### MA.1.1.N.9: Mathematics

Count backwards from 20 by 1's

#### MA.1.1.N.10: Mathematics

Draw pictures or other informal symbols to represent a spoken number up to 20

#### MA.1.1.N.11: Mathematics

Identify that spacing of the same number of objects does not affect the quantity (conservation)

#### MA.1.1.N.12: Mathematics

Arrange objects in size order (increasing and decreasing)

#### MA.1.1.N.13: Mathematics

Write numbers to 100

#### MA.1.1.N.14: Mathematics

Read the number words one, two, three...ten

#### MA.1.1.N.15: Mathematics

Explore and use place value

#### MA.1.1.N.16: Mathematics

Compare and order whole numbers up to 100

10 ones = 1 ten

#### MA.1.1.N.17.b: Mathematics

10 tens = 1 hundred

#### MA.1.1.N.18: Mathematics

Use a variety of strategies to compose and decompose one-digit numbers

#### MA.1.1.N.19: Mathematics

Understand the commutative property of addition

#### MA.1.1.N.20: Mathematics

Name the number before and the number after a given number, and name the number(s) between two given numbers up to 100 (with and without the use of a number line or a hundreds chart)

#### MA.1.1.N.21: Mathematics

Use before, after, or between to order numbers to 100 (with or without the use of a number line)

#### MA.1.1.N.22: Mathematics

Use the words higher, lower, greater, and less to compare two numbers

#### MA.1.1.N.23: Mathematics

Use and understand verbal ordinal terms, first to twentieth

#### MA.1.1.N.24: Mathematics

Develop and use strategies to solve addition and subtraction word problems

#### MA.1.1.N.25: Mathematics

Represent addition and subtraction word problems and their solutions as number sentences

#### MA.1.1.N.26: Mathematics

Create problem situations that represent a given number sentence

#### MA.1.1.N.27: Mathematics

Use a variety of strategies to solve addition and subtraction problems with one- and two-digit numbers without regrouping

#### MA.1.1.N.28: Mathematics

Demonstrate fluency and apply addition and subtraction facts to and including 10

#### MA.1.1.N.29: Mathematics

Understand that different parts can be added to get the same whole

#### MA.1.1.N.30: Mathematics

Estimate the number in a collection to 50 and then compare by counting the actual items in the collection

#### MA.1.1.A.1: Mathematics

Determine and discuss patterns in arithmetic (what comes next in a repeating pattern, using numbers or objects)

#### MA.1.1.G.1: Mathematics

Match shapes and parts of shapes to justify congruency

#### MA.1.1.G.2: Mathematics

Recognize, name, describe, create, sort, and compare two-dimensional and three-dimensional shapes

#### MA.1.1.G.3: Mathematics

Experiment with slides, flips, and turns of two-dimensional shapes

#### MA.1.1.G.4: Mathematics

Identify symmetry in two-dimensional shapes

#### MA.1.1.G.5: Mathematics

Recognize geometric shapes and structures in the environment

#### MA.1.1.M.1: Mathematics

Recognize length as an attribute that can be measured

#### MA.1.1.M.2: Mathematics

Use non-standard units (including finger lengths, paper clips, students' feet and paces) to measure both vertical and horizontal lengths

#### MA.1.1.M.3: Mathematics

Informally explore the standard unit of measure, inch

#### MA.1.1.M.4: Mathematics

Know vocabulary and recognize coins (penny, nickel, dime, quarter)

#### MA.1.1.M.5: Mathematics

Recognize the cent notation as ¢

#### MA.1.1.M.6: Mathematics

Use different combinations of coins to make money amounts up to 25 cents

#### MA.1.1.M.7: Mathematics

Recognize specific times (morning, noon, afternoon, evening)

#### MA.1.1.M.8: Mathematics

Tell time to the hour, using both digital and analog clocks

#### MA.1.1.M.9: Mathematics

Know the days of the week and months of the year in sequence

#### MA.1.1.M.10: Mathematics

Classify months and connect to seasons and other events

#### MA.1.1.M.11: Mathematics

Select and use non-standard units to estimate measurements

#### MA.1.1.S.1: Mathematics

Pose questions about themselves and their surroundings

#### MA.1.1.S.2: Mathematics

Collect and record data related to a question

#### MA.1.1.S.3: Mathematics

Display data in simple pictographs for quantities up to 20 with units of one

#### MA.1.1.S.4: Mathematics

Display data in bar graphs using concrete objects with intervals of one

#### MA.1.1.S.5: Mathematics

Use Venn diagrams to sort and describe data

#### MA.1.1.S.6: Mathematics

Interpret data in terms of the words: most, least, greater than, less than, or equal to

#### MA.1.1.S.7: Mathematics

Answer simple questions related to data displayed in pictographs (e.g., category with most, how many more in a category compared to another, how many all together in two categories)

#### MA.1.1.S.8: Mathematics

Discuss conclusions and make predictions in terms of the words likely and unlikely

#### MA.1.1.S.9: Mathematics

Construct a question that can be answered by using information from a graph
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