Grade 1 Math

PA Core Mathematics Standards
Module 1, 2, 4

• CC.2.2.1.A.1 Students acquire the knowledge and skills needed to: Represent and solve problems involving addition and subtraction within 20. 

Module 3

•  CC.2.2.1.A.2 Students acquire the knowledge and skills needed to: Understand and apply properties of operations and the relationship between addition and subtraction.

Module 1

• Addition word problems can be solved in different ways.
• A ten frame can be used to find the sum within 20.
• How to use the strategies, such as making a ten, counting on, and doubles, to solve addition problems within 20.

Module 2

• Subtraction word problems can be solved in different ways.
• Count back and count on strategies can be used to solve subtraction within 20.
• Addition facts can be used to solve subtraction facts. 
• How to use the strategy, making a ten to solve subtraction problems.

Module 3

• Changing the order of the addends does not change the sum.
• Adding three numbers in any order does not change the sum.
• Meaning of the equal sign (=), true, and false.

Module 4

• Related facts use the same numbers to create addition and subtraction facts.
• An addition fact can be used to check a subtraction fact.

• Understanding addition and subtraction within 20 helps students build number sense and develop efficient strategies for solving problems.
• Understanding that addition and subtraction are related and work together to help solve problems.

Module 1

• Solve addition word problems and represent addition in different ways, such as with objects, drawings, and equations.
• Use counting on as a strategy to solve addition facts.
• Use ten frames to find the sum of 10 and a number less than 10.
• Use the make a ten strategy to solve addition facts.
• Represent and solve doubles facts.
• Use doubles facts to solve other addition facts.
• Apply strategies such as making a ten, counting on, and using doubles to solve addition word problems.

Module 2

• Solve subtraction word problems and represent subtraction in different ways, such as with objects, drawings, and equations.
• Use counting back as a strategy to solve basic subtraction facts.
• Use counting on as a strategy to solve basic subtraction facts.
• Use addition to solve basic subtraction facts.
• Use making a ten as a strategy to solve basic subtraction facts.
• Choose a strategy to solve word problems involving basic subtraction facts.

Module 3

• Represent the Commutative property of addition for sums within 20.
• Understand and apply the Commutative property of addition for sums within 20.
• Represent the Associative property of addition for sums within 20.
• Understand and apply the Associative property of addition for sums within 20.
• Use the Associative property of addition to solve word problems within 20.
• Analyze equations to determine whether they are true or false.
• Develop fluency for addition within 10.

Module 4

• Use addition to solve subtraction facts.
• Represent related facts using objects, pictures, and equations.
• Determine if facts are related.
• Use a related addition fact to check subtraction.
• Use the relationship between addition and subtraction to find an unknown addend.
• Use subtraction to solve word problems with an unknown addend.
• Develop fluency with subtraction within 10.

• How can you solve addition and subtraction problems in different ways and explain your thinking?
• What strategies can you use to solve problems within 20?
• How are addition and subtraction related, and how can you use one to help solve the other?
• How do the order and grouping of numbers in addition change (or not change) the sum, and what does the equal sign really mean?

• L1.1    How do you represent addition using equations, pictures, and objects?
• L1.2    How do you count on to add?
• L1.3    Can you find the sum of 10 and some more?
• L1.4    How can you use the make a ten strategy to help add?
• L1.5    How do you identify, represent, and solve doubles facts?
• L1.6    Can you use doubles facts to help add other facts?
• L1.7    Can you choose a strategy to solve an addition problem?
• L2.1    How do you represent subtraction using equations, pictures, and objects?
• L2.2    How can you count back to solve a subtraction problem? 
• L2.3    How do you count on to solve a subtraction problem?
• L2.4    How do you use addition to solve a subtraction problem?
• L2.5    How can you make a ten to solve a subtraction problem?
• L2.6    How can you choose a strategy to solve a subtraction problem?
• L3.1    How do you use objects and draw to show that the sum stays the same when the order of the addends change?
• L3.2    Can you show that when you change the order of the addends that the sum stays the same?
• L3.3    How do you use objects and draw to show how to add three numbers?
• L3.4    Can you use strategies to decide how to add three numbers?
• L3.5    How do you find the sum of three numbers to solve word problems?
• L3.6    Can you draw and write to show whether an equation is true or false?
• L3.7    Can you quickly solve addition facts within 10?
• L4.1    How do you use addition to help solve subtraction problems?
• L4.2    How can you represent related facts in different ways? Can you use related facts to find unknown numbers?
• L4.3    How can you tell when addition and subtraction facts are related to each other?
• L4.4    How do you use a related addition fact to check the answer to a subtraction problem?
• L4.5    How can you use a related subtraction fact to find an unknown addend?
• L4.6    Can you solve problems that have an unknown addend?
• L4.7    How can you quickly solve subtraction facts within 10?
   

• Into Math Resources Modules 1-4
• connecting cubes
• two-color counters
• ten frames (Teacher Resource Masters)
• number lines

• add
• count on
• doubles
• equation
• is equal to (=)
• make a ten
• plus (+)
• sum
• count back
• difference
• minus (-)
• addends
• related facts
• Commutative Property
• Associative Property

• Are You Ready? (for each module)
• Module 1: Test Form A
• Module 2: Test Form A
• Module 3: Test Form A
• Module 4: Test Form A
  • * Review with Test Form B
     

PA Core Mathematics Standards
Module 5, 6, 7

•  CC.2.2.1.A.1 Students acquire the knowledge and skills needed to: Represent and solve problems involving addition and subtraction within 20.

Module 8

• CC.2.4.1.A.4 Students acquire the knowledge and skills needed to: Represent and interpret data using tables/charts.

Module 5

• Manipulatives and pictures can represent numbers to help solve a word problem.
• Different word problems have different types of unknowns, including result unknown, change unknown, and start unknown.
• Equations are written to find the solution to word problems.

Module 6

• Use objects, drawings, and visual models to represent put together and take apart word problems.
• Solve problems with unknowns, including total unknown and one or both addends unknown.
• Write equations that match word problems and use them to solve for the unknown.
• Solve different types of word problems, including add to, take from, put together, and take apart situations.

Module 7

• Solve compare word problems to find the difference, the bigger unknown, or the smaller unknown.
• Use visual models and strategies to represent and solve all types of compare problems.
• Solve a variety of addition and subtraction problems, including different situation types.

Module 8

• Read and interpret picture graphs, tally charts, and bar graphs to answer questions about the data.
• Create picture graphs, tally charts, and bar graphs to represent data.
• Use data from graphs and charts to solve problems and answer questions.

• Develop problem-solving skills by representing and solving various types of addition and subtraction word problems using objects, drawings, equations, and visual models.
• Learn to interpret and create equations that match word problems, helping them solve for unknown values in different problem situations.
• Apply strategies and models to solve compare problems by finding differences or unknown amounts.
• Build data literacy by reading, interpreting, and creating picture graphs, tally charts, and bar graphs to organize information and solve problems based on data.

Module 5

• Use objects and drawings to show add to and take from result unknown problems, write equations that match the problem, and solve the problem.
• Use objects and drawings to show add to and take from change unknown problems, write equations that match the problem, and solve the problem.
• Use objects and drawings to show add to and take from start unknown problems, write equations that match the problem, and solve the problem.
• Use objects and drawings to show add to and take from result unknown, change unknown, or start unknown word problems and write equations that match the problem and solve the problem.

Module 6

• Use objects and drawing to show put together total unknown word problems, write an equation that matches the problem, and solve the problem.
• Use objects and drawings to show put together and take apart both addends unknown word problems, write an equation that matches the problem, and solve the problem.
• Use visual models to show put together    problems where the total is unknown, write an equation that matches the problem, and solve the problem.
• Use visual models to show put together and take apart problems where one or both addends are unknown, write an equation that matches the problem, and solve the problem.
• Use visual models to show put together and take apart problems, write an equation that matches the problem, and solve the problem.
• Solve add to, take from, put together, and take apart problems and write an equation that matches the problem.

Module 7

• Solve difference unknown word problems by comparing.
• Solve bigger unknown word problems by comparing.
• Solve smaller unknown word problems by comparing.
• Solve difference unknown word problems by comparing using a visual model. 
• Solve bigger unknown and smaller unknown word problems by comparing using a visual model.
• Solve all compare problem types using strategies.
• Solve different types of addition and subtraction situation problems.

Module 8

• Understand how to read a picture graph- where each picture represents one and use data shown by the picture graph to answer questions.
• Make a picture graph each picture represents one and use data shown by the picture graph to answer questions.
• Understand how data is shown by a tally chart and use data shown by tallies in a tally chart to answer questions.
• Make a tally chart and use data shown by the tally chart to answer questions.
• Understand how to read a bar graph and use data shown by the bar graph to answer questions.
• Make a bar graph and use data shown by the bar graph to answer questions. 
• Make and use a tally chart or bar graph to solve problems.

• How can we use objects, drawings, and equations to solve different types of addition and subtraction word problems?
• How do equations and visual models help us understand and solve problems when the total, a part, or a difference is unknown?
• What strategies can we use to solve and compare word problems to find what is missing, bigger, or smaller?
• How can we read, create, and use picture graphs, tally charts, and bar graphs to answer questions and solve problems?

• L5.1    How can you add or subtract to solve word problems when the result is unknown and represent the problem with objects, drawings, and equations?
• L5.2    How can you add or subtract to solve word problems when the change is unknown and represent the problem with objects, drawings, and equations?
• L5.3    Can you add or subtract to solve word problems when the start is unknown and represent the problem with objects, drawings, and equations?
• L5.4    How do you write equations to solve word problems when the result, change, or start is unknown?
• L6.1    Can you solve word problems when the total is unknown and represent the problem with objects, drawings, and equations?
• L6.2    Can you solve word problems when both addends are unknown and represent the problem with objects, drawings, and equations? 
• L6.3    Can you solve word problems when one addend is unknown and represent the problem with objects, drawings, and equations?
• L6.4    How do you make a visual model to solve word problems when the total is unknown?
• L6.5    How do you make a visual model to solve word problems when one or both addends are unknown?
• L6.6    How do you solve word problems when the total is unknown or when one or both addends are unknown?
• L7.1    How can you solve addition and subtraction problems to find how many more and how many fewer?
• L7.2    Can you solve a word problem to find the bigger unknown amount?
• L7.3    How do you solve a word problem to find the smaller unknown amount?
• L7.4    Can you use visual models and write equations to solve word problems that compare to find an unknown difference?
• L7.5    How do you use visual models and write equations to show bigger and  smaller unknowns?
• L7.6    How do you use different strategies to solve word problems?
• L7.7    Can you write equations to model word problems?
• L8.1    Can you read a picture graph and use the graph to answer questions, such as how many more?
• L8.2    Can you make a picture graph to organize information and use the graph to answer questions?
• L8.3    Can you read a tally chart and use the chart to answer questions?
• L8.4    How can you make a tally chart to organize information and use it to answer questions?
• L8.5    How do you read a bar graph and use the graph to answer questions?
• L8.6    How do you make a bar graph to organize information and use it to answer questions?
• L8.7    Can you use information given in a word problem to make a tally chart or bar graph to solve the problem?
   

• Into Math Resources Modules 5-8
• number cubes
• two-color counters
• connecting cubes
• ten frames (Teacher Resource Masters)
• plane shapes

• equation
• fewer
• more
• bar graph
• picture graph
• tally chart
• tally mark (tallies)

• Are You Ready? (for each module)
• Module 5: Test Form A
• Module 6: Test Form A
• Module 7: Test Form A
• Module 8: Test Form A
  • * Review with Test Form B
     

PA Core Mathematics Standards
Module 9, 10, 11

• CC.2.1.1.B.2 Students acquire the knowledge and skills needed to: Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers.

Module 10

• CC.2.1.1.B.1 Students acquire the knowledge and skills needed to: Extend the counting sequence to read and write numerals to represent objects.

Module 9

• A stick is worth ten, a circle is worth one, and a full ten frame is worth ten. Counters outside of a ten frame are worth one, and added to the value of the ten frame/stick. 
• In a quick picture, sticks and circles represent tens and ones. 

Module 10

• Count forward by ones from any number up to 120.
• Manipulatives and pictures can be used to represent numbers.
• Show two-digit numbers in different ways using tens and ones.
• Read and write numbers from 100 to 120.

Module 11

• Use tens and ones models to compare two-digit numbers and determine which is greater or less.
• Use place value understanding and symbols (> , < , =) to compare numbers.

• Develop an understanding of place value by representing and decomposing two-digit numbers into tens and ones using objects, drawings, and numerals.
• Extend counting skills by counting forward by ones from any number up to 120.
• Learn to read and write numbers within the range of 100 to 120.
• Use place value concepts and comparison symbols to compare two-digit numbers.

Module 9

• Represent numbers 11–19 as 1 ten and ones using objects, drawings, and numerals.
• Represent numbers 11–19 as 1 ten and some ones using objects and drawings. Write to represent equivalent forms of 1 ten and some ones.
• Represent groups of ten in the range 10–90 with objects, drawings, and numerals.

Module 10

• Count forwards by ones from any number to 120.
• Represent two-digit numbers as tens and ones using objects and numbers.
• Represent two-digit numbers as tens and ones using drawings and numbers.
• Show two-digit numbers and tens and ones in more than one way.
• Read and write numbers from 100 to 110 and represent them as tens and ones using objects or pictures.
• Read and write numbers from 110 to 120 and represent them as tens and ones using objects or pictures.

Module 11

• Use concrete modeling with tens and ones to compare two-digit numbers and determine which number is greater.
• Use concrete modeling with tens and ones to compare two-digit numbers and determine which number is less.
• Use place value and the symbols >, <, and = to compare numbers.
   

• How can we use tens and ones to represent and show numbers from 11 to 120 in different ways?
• How do objects, drawings, and numerals help us understand the value of tens and ones in two-digit numbers?
• How can we count forward from any number up to 120 and use that to understand number patterns?
• How can we compare two-digit numbers using tens and ones and symbols like >, <, and = to decide which number is greater, less, or equal?
   

• L9.1    How can you represent a number from 11 to 19 as a ten and ones with objects and drawings?
• L9.2    Can you write to represent a number from 11 to 19 as ten and ones in three different ways?
• L9.3    How do you represent groups of ten from 10 to 90 as tens and ones and show the number with objects 
• and drawings?
• L10.1    Can you count forward from any number up to 120?
• L10.2    Can you use objects to show a two-digit number as tens and ones?
• L10.3    How do you draw to show a two-digit number as tens and ones?
• L10.4    How do you show a two-digit number as tens and ones in different ways?
• L10.5    Can you read and write numbers from 100 to 110 and show the numbers with objects and drawings?
• L10.6    Can you read and write numbers from 110 to 120 and show the numbers with objects and drawings?
• L11.1    How can you use tens and ones to compare two-digit numbers and find which is greater?
• L11.2    Can you use tens and ones to compare two-digit numbers and find which is less?
• L11.3    How do you solve a word problem to find the smaller unknown amount?
   

• Into Math Resources Modules 9-11
• two-color counters
• connecting cubes
• ten frames (Teacher Resource Masters)
• hundred chart (Teacher Resource Masters)
• number cubes
• counting chart (Teacher Resource Masters)
• Place-Value Charts (Teacher Resource Masters)
• base-ten blocks
• small bags with 50-99
• 120 small objects (such as base ten blocks or connecting cubes)

• ones
• ten
• is greater than
• is less than
• >
• <

• Are You Ready? (for each module)
• Module 9: Test Form A
• Module 10: Test Form A
• Module 11: Test Form A
  • * Review with Test Form B
     

Module 12 and 13

• CC.2.1.1.B.3 Students acquire the knowledge and skills needed to: Use place-value concepts and properties of operations to add and subtract within 100.

Module 12

• Add and subtract tens and ones to and from two-digit numbers using models, number lines, hundred charts, and mental math.
• Add and subtract multiples of ten and solve related word problems by writing equations.
• Use strategies like making a ten with concrete or visual models and open number lines to add two-digit and one-digit numbers.
• Find 10 more or 10 less than a number using mental math.

Module 13

• Use a hundreds chart and place value strategies to add and subtract tens and two-digit numbers.
• Add two-digit numbers and subtract multiples of ten using place value understanding.
• Solve addition and subtraction facts within 20 using strategies.
• Choose and apply appropriate strategies to solve two-digit addition and subtraction word problems.

• Develop fluency with addition and subtraction by using a variety of tools and strategies, including models, number lines, hundred charts, and mental math.
• Apply place value understanding to add and subtract tens and ones within two-digit numbers.
• Solve real-world word problems by choosing and applying addition and subtraction strategies.
• Build flexibility with numbers by finding 10 more or 10 less and solving basic addition and subtraction facts within 20.

Module 12

• Add tens to decade numbers.
• Subtract tens from decade numbers.
• Add and subtract multiples of ten from decade numbers. Write and solve equations that match the word problems.
• Use a hundred chart to add ones and tens to a two-digit number and write the equation that matches the problem.
• Use concrete models to add multiples of ten or ones to two-digit numbers and write equations to solve the problem.
• Add a two-digit number and a one-digit number by making a ten using concrete models and visual models and write an equation to show the problem.
• Use an open number line to add tens and ones to two-digit numbers by making a ten and write an equation to show the problem.
• Use mental math to find 10 less than and 10 more than a number.

Module 13

• Use a hundreds chart to add tens to a two-digit number and subtract tens from multiples of ten. 
• Add two-digit numbers within 100 using place value.
• Subtract multiples of ten from multiples of ten using place value.
• Choose a strategy to solve two-digit addition and subtraction word problems within 100.
• Apply strategies to solve addition and subtraction facts to 20.
• Solve word problems by adding two-digit numbers within 100 and by subtracting multiples of ten from multiples of ten. 

• How can we use models, number lines, hundreds charts, and mental math to add and subtract tens and ones?
• What strategies can we use to solve addition and subtraction problems with two-digit numbers, including making a ten or using place value?
• How can we find 10 more or 10 less than a number, and why is this helpful when solving problems?
• How do we choose the best strategy to solve addition and subtraction word problems within 100?
   

• L12.1    How do you add multiples of ten with multiples of ten?
• L12.2    How do you subtract multiples of ten from multiples of ten?
• L12.3    Can you add and subtract multiples of ten?
• L12.4    How can you use a hundreds chart to add two-digit numbers with one-digit numbers or multiples of ten?
• L12.5    Can you show how to add a one-digit number or a multiple of ten to a two-digit number by combining tens and ones?
• L12.6    Can you use the make a ten strategy to add a two-digit number and a one-digit number?
• L12.7    Can you use a visual model to show how to use the make a ten strategy to add a two-digit number and a one-digit number?
• L12.8    Can you show 10 less or 10 more than a number without having to count?
• L13.1    Can you use a hundred chart to add or subtract two-digit numbers?
• L13.2    How do you use place value to add two-digit numbers?
• L13.3    How can you use place value to subtract tens?
• L13.4    Can you choose strategies to solve two-digit addition and subtraction problems?
• L13.5    Can you solve addition and subtraction facts to 20?
• L13.6    Can you add and subtract with two-digit numbers?
   

• Into Math Resources Modules 12-13
• base-ten blocks
• number cube
• connecting cubes
• cubes
• Hundreds Chart (Teacher Resource Masters)
• Place-Value Charts (Teacher Resource Masters)
• index cards

No new vocabulary words.

• Are You Ready? (for each module)
• Module 12: Test Form A
• Module 13: Test Form A
• * Review with Test Form B
   

PA Core Mathematics Standards
Module 14 and 15

• CC.2.3.1.A.1 Students acquire the knowledge and skills needed to: Compose and distinguish between two-and three-dimensional shapes based on their attributes.
• Module 16
•  CC.2.3.1.A.2 Students acquire the knowledge and skills needed to: Use the understanding of fractions to partition shapes into halves and quarters.
   

Module 14

• Three-dimensional shapes have different attributes. 
• Knowledge of how to create composite shapes, by combining multiple three-dimensional shapes to form new ones.

Module 15

• Two-dimensional shapes have different attributes. 
• Knowledge of how to sort, build, and draw two-dimensional shapes based on their attributes.
• Ability to create composite shapes by combining two-dimensional or composite shapes..

Module 16

• Same-size shapes can be used to create a circle or rectangle.
• Circles and rectangles can be divided into equal and unequal shares.
• Knowledge of how to partition shapes into halves and fourths and describe the whole based on its parts.

• Understand that two-dimensional and three-dimensional shapes have distinct attributes.
• Learn how to compose and decompose shapes.
• Learn foundational understanding of fractions.
   

Module 14

• Describe, build, and draw three-dimensional shapes.
• Combine three-dimensional shapes to make composite shapes.
• Make a new combined shape by putting together multiple composite shapes.

Module 15

• Use attributes to sort and describe two-dimensional shapes.
• Build and draw two-dimensional shapes using attributes such as straight sides and vertices.
• Combine two-dimensional shapes to make a composite shape.
• Combine two-dimensional shapes to make a composite shape, including shapes that have straight and curved sides.
• Combine composite shapes to make a new shape.

Module 16

• Show same-size shapes within a circle or rectangle.
• Identify equal or unequal shares in a circle or rectangle.
• Separate circles and rectangles into halves and describe the whole as two of the shares.
• Separate circles and rectangles into fourths and describe the whole as four of the shares.

• What are the important attributes of two-dimensional and three-dimensional shapes, and how can we describe and sort them?
• How can we combine shapes to create new composite shapes, using both two-dimensional and three-dimensional shapes?
• How can we divide circles and rectangles into equal and unequal parts, such as halves and fourths, and describe the whole based on these parts?
• How can same-size shapes be used to build or show parts of a whole in circles and rectangles?
   

• L14.1    How do you describe, build, and draw three-dimensional shapes?
• L14.2    Can you combine three-dimensional shapes to make a new shape?
• L14.3    Can you make new three-dimensional shapes by putting together combined shapes?
• L15.1    Can you use defining features to sort and identify two-dimensional shapes?
• L15.2    How do you use defining features to build and draw two-dimensional shapes?
• L15.3    Can you put two-dimensional shapes together to make a named shape?
• L15.4    How do you put two-dimensional shapes together to make new shapes?
• L15.5    Can you put combined shapes together to make a new shape?
• L16.1    How do you identify and represent how shapes that are the same size and shape can make circles and 
• rectangles?
• L16.2    Can you identify and represent equal shares and unequal shares in circles and rectangles?
• L16.3    How do you identify and represent halves of circles and rectangles?
• L16.4    Can you identify and represent fourths of circles and rectangles?

• Into Math Resources Modules 14-16
• three-dimensional shapes
• cone pattern (Teacher Resources Masters)
• cube pattern (Teacher Resource Masters) 
• rectangular prism pattern (Teacher Resource Masters)
• pattern blocks
• plane shapes
• two-dimensional shape cards (Teacher Resource Masters)
• geometric shapes
• 1 inch grid paper (Teacher Resource Masters)
• Equal and Unequal Shares Cards (Teacher Resource Masters)
• squares (Teacher Resource Masters)
• circles (Teacher Resource Masters)
• rectangles (Teacher Resource Masters)
   

• cone
• cube
• cylinder
• rectangular prism
• sphere
• side
• vertex (vertices)
• hexagon
• trapezoid 
• equal shares
• unequal shares
• half of
• halves
• fourth of 
• fourths
• quarter of
• quarters

• Are You Ready? (for each module)
• Module 14: Test Form A
• Module 15: Test Form A
• Module 16: Test Form A
  • * Review with Test Form B

PA Core Mathematics Standards
Module 17 

• CC.2.4.1.A.1 Students acquire the knowledge and skills needed to: Order lengths and measure them both indirectly and by repeating length units.

Module 18

• CC.2.4.1.A.2 Students acquire the knowledge and skills needed to: Tell and write time to the nearest half hour using both analog and digital clocks.

Module 17

• Understanding of ordering and comparing lengths.
• Nonstandard units are objects of the same size that are used to measure length.
• Ability to create and use nonstandard measuring tools to measure the length of objects.

Module 18

• Ability to tell and write time to the hour and half hour on both analog and digital clocks.

• Describe and compare the length of objects.
• Order and compare objects by length to understand their size relationships.
• Write and tell time to the hour and half hour.

Module 17

• Order three objects by length.
• Compare two lengths using the length of a third object indirectly.
• Use nonstandard units that are the same size to measure the length of objects.
• Use nonstandard units to make a measuring tool to measure the length of objects.

Module 18

• Tell and write time to the hour using analog clocks.
• Tell and write time to the half hour using analog clocks.
• Tell and write time to the hour and half hour on analog and digital clocks.

• How can comparing lengths using a third object help us understand which objects are longer or shorter?
• What are nonstandard units, and how do we use them to measure the length of objects accurately?
• How can we compare and order the lengths of different objects using nonstandard units?
• How can we tell and write time to the hour and half hour using analog and digital clocks?
   

• L17.1    Can you order three objects by length?
• L17.2    Can you compare the lengths of two objects indirectly using the length of a third object?
• L17.3    How do you measure the length of objects using units that are the same size?
• L17.4    How do you make a measuring tool with units that are the same size and measure objects using the tool?
• L18.1    Can you tell time to the hour using the hour hand?
• L18.2    Can you tell time to the half hour using the hour hand?
• L18.3    How do you tell time to the hour and half hour using the hour and minute hand?
• L18.4    Can you tell time to the hour and half hour?
   

• Into Math Resources Modules 17-18
• objects of different lengths
• pieces of string
• square tiles
• paper clips
• ones blocks
• grid paper (Teacher Resource Masters)
• time cards (Teacher Resource Masters)
• analog clock model (Teacher Resource Masters)
• fasteners
   

• longest
• shortest
• hour hand
• hour
• half past
• half hour
• minute hand
• minutes

• Are You Ready? (for each module)
• Module 17: Test Form A
• Module 18: Test Form A
  • * Review with Test Form B