NCTM Navigations Lesson Alignment with
Common Core State Standards for Mathematics
These lessons may need to be adapted or modified to align with the CCSS.
Navigating through:
Algebra
Number and Operations
Measurement
Geometry
Data Analysis and Probability
in Grades PreK-2
NCTM National Council of Teachers of Mathematics
Common Core Aligned Lessons – NCTM Navigations Series, Grades K-2
Kindergarten
CCSS Cluster/Standard
Understand addition as putting together
and adding to, and understand
subtraction as taking apart and taking
from.
Navigating Book
Navigating through
Number and
Operations in
Prekindergarten Grade 2, 2004
Lesson Title and
Page Number
Chapter 1: Choose a
Number
Pages 16-18
K.OA.3 Decompose numbers less than or
equal to 10 into pairs in more than one way,
e.g., by using objects or drawings, and
record each decomposition by a drawing or
equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
Understand addition as putting together
and adding to, and understand
subtraction as taking apart and taking
from.
K.OA.2. Solve addition and subtraction word
problems, and add and subtract within 10, e.g.,
by using objects or drawings to represent the
problem.
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Navigating through
Algebra in
PrekindergartenGrade 2, 2001
Chapter 12: How
Many are Under the
Cup?
Pages 34-35
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Navigating through
Number and
Operations in
Prekindergarten Grade 2, 2004
Chapter 2: Frames
Pages 46-48
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
K.OA.3 Decompose numbers less than or
equal to 10 into pairs in more than one way,
e.g., by using objects or drawings, and
record each decomposition by a drawing or
equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
Understand addition as putting together and
adding to, and understand subtraction as
taking apart and taking from.
Student Behaviors (Mathematical Practices) to Look For…
2
DRAFT: North Carolina Department of Public Instruction, 2012
Navigating through
Number and
Operations in
Prekindergarten Grade 2, 2004
Chapter 2: Park
Your Car
Pages 49-51
Analyze, compare, create, and compose
shapes.
K.G.6. Compose simple shapes to form larger
shapes. For example, “Can you join these two
triangles with full sides touching to make a
rectangle?”
Navigating through
Geometry in
Prekindergarten –
Grade 2
Chapter 1: Shapes
from Shapes
Pages 14-16
Identify and describe shapes (squares, circles,
triangles, rectangles, hexagons, cubes, cones,
cylinders, and spheres).
K.G.1 Describe objects in the environment using
names of shapes, and describe the relative
positions of these objects using terms such as
above, below, beside, in front of, behind, and
next to.
Navigating through
Geometry in
Prekindergarten –
Grade 2
Chapter 1: Match
My Grid
Pages 36-38
Describe and compare measurable attributes.
K.M.1 Describe measurable attributes of objects,
such as length or weight. Describe several
measurable attributes of a single object.
2. Directly compare two objects with a
measurable attribute in common, to see which
object has “more of”/“less of” the attribute, and
describe the difference. For example, directly
compare the heights of two children and
describe one child as taller/shorter.
Navigating through
Measurement in
Prekindergarten –
Grade 2
Chapter 1: Body
Balance
Pages 14-15
Understand addition as putting together and
adding to, and understand subtraction as
taking apart and taking from.
K.OA.4. For any number from 1 to 9, find the
number that makes 10 when added to the given
number, e.g., by using objects or drawings, and
record the answer with a drawing or equation.
3
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
DRAFT: North Carolina Department of Public Instruction, 2012
Describe and compare measurable attributes.
K.M.1 Describe measurable attributes of objects,
such as length or weight. Describe several
measurable attributes of a single object.
2. Directly compare two objects with a
measurable attribute in common, to see which
object has “more of”/“less of” the attribute, and
describe the difference. For example, directly
compare the heights of two children and
describe one child as taller/shorter.
Navigating through
Measurement in
Prekindergarten –
Grade 2
Chapter 1:
Scavenger Hunt
Pages 16-17
Classify objects and count the number of
objects in each category.
K.MD.3 Classify objects into given categories;
count the numbers of objects in each category
and sort the categories by count.1
Navigating through
Data Analysis and
Probability in
Prekindergarten –
Grade 2
Chapter 1: Junk Sort
Pages 22-24
4
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
DRAFT: North Carolina Department of Public Instruction, 2012
Common Core Aligned Lessons – NCTM Navigations Series, Grades K-2
First Grade
CCSS Cluster/Standard
Navigating Book
Lesson Title and
Page Number
Student Behaviors (Mathematical Practices) to Look For…
Add and subtract within 20.
1.OA.6 Add and subtract within 20,
demonstrating fluency for addition and
subtraction within 10. Use strategies such as
counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4
= 10 + 4 = 14); decomposing a number leading
to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9);
using the relationship between addition and
subtraction (e.g., knowing that 8 + 4 = 12, one
knows 12 – 8 = 4); and creating equivalent but
easier or known sums (e.g., adding 6 + 7 by
creating the known equivalent 6 + 6 + 1 = 12 + 1
= 13).
Navigating through
Number and
Operations in
Prekindergarten Grade 2, 2004
Chapter 3: Flip Two
Pages 65-67
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Work with addition and subtraction
equations.
1.AO.7 Understand the meaning of the equal
sign, and determine if equations involving
addition and subtraction are true or false. For
example, which of the following equations are
true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2
= 2 + 5, 4 + 1 = 5 + 2.
Navigating through
Algebra in
PrekindergartenGrade 2, 2001
Chapter 2: Lots of
Spots
Pages 36-37
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
1.OA.8 Determine the unknown whole number
in an 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 = _ –
3, 6 + 6 = _.
5
DRAFT: North Carolina Department of Public Instruction, 2012
Represent and solve problems involving
addition and subtraction.
1.OA.1 Use addition and subtraction within 20
to solve word problems involving situations of
adding to, taking from, putting together, taking
apart, and comparing, with unknowns in all
positions, e.g., by using objects, drawings, and
equations with a symbol for the unknown
number to represent the problem.1
1
Chapter 2: How
Far?
Pages 50-52
Navigating through
Algebra in
PrekindergartenGrade 2, 2001
Chapter 3: Math
Machines
Pages 69-70
Navigating through
Geometry in
Prekindergarten –
Grade 2
Chapter 4:
Skeletons
Pages 76-78
See Glossary, Table 1, in CCSS for Problem-Types.
Represent and solve problems involving
addition and subtraction.
1.OA.1 Use addition and subtraction within 20
to solve word problems involving situations of
adding to, taking from, putting together, taking
apart, and comparing, with unknowns in all
positions, e.g., by using objects, drawings, and
equations with a symbol for the unknown
number to represent the problem.1
1
Navigating through
Algebra in
PrekindergartenGrade 2, 2001
See Glossary, Table 1, in CCSS for Problem-Types.
Reason with shapes and their attributes.
1. Distinguish between defining attributes (e.g.,
triangles are closed and three-sided) versus nondefining attributes (e.g., color, orientation,
overall size) ; build and draw shapes to possess
defining attributes.
2. Compose two-dimensional shapes (rectangles,
squares, trapezoids, triangles, half-circles, and
quarter-circles) or three-dimensional shapes
(cubes, right rectangular prisms, right circular
cones, and right circular cylinders) to create a
composite shape, and compose new shapes from
the composite shape.1
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
1
Students do not need to learn formal names such as
“right rectangular prism.”
6
DRAFT: North Carolina Department of Public Instruction, 2012
Measure lengths indirectly and by iterating
length units.
1.MD.1. Order three objects by length; compare
the lengths of two objects indirectly by using a
third object.
Navigating through
Measurement in
Prekindergarten –
Grade 2
Chapter 1: String
Lengths
Pages 18-20
Measure lengths indirectly and by iterating
length units.
1.MD.2 Express the length of an object as a
whole number of length units, by laying multiple
copies of a shorter object (the length unit) end to
end; understand that the length measurement of
an object is the number of same-size length units
that span it with no gaps or overlaps. Limit to
contexts where the object being measured is
spanned by a whole number of length units with
no gaps or overlaps.
Measure lengths indirectly and by iterating
length units.
1.MD.2 Express the length of an object as a
whole number of length units, by laying multiple
copies of a shorter object (the length unit) end to
end; understand that the length measurement of
an object is the number of same-size length units
that span it with no gaps or overlaps. Limit to
contexts where the object being measured is
spanned by a whole number of length units with
no gaps or overlaps.
Measure lengths indirectly and by iterating
length units.
1.MD.2 Express the length of an object as a
whole number of length units, by laying multiple
copies of a shorter object (the length unit) end to
end; understand that the length measurement of
an object is the number of same-size length units
that span it with no gaps or overlaps. Limit to
contexts where the object being measured is
spanned by a whole number of length units with
no gaps or overlaps.
Navigating through
Measurement in
Prekindergarten –
Grade 2
Chapter 2: Giant
Steps, Baby Steps
Pages 32-33
Navigating through
Measurement in
Prekindergarten –
Grade 2
Chapter 2: Snake
Imprints
Pages 37-40
Navigating through
Measurement in
Prekindergarten –
Grade 2
Chapter 2: Snail
Trails
Pages 44-46
7
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
DRAFT: North Carolina Department of Public Instruction, 2012
Represent and interpret data.
1.MD.4 Organize, represent, and interpret data
with up to three categories; ask and answer
questions about the total number of data points,
how many in each category, and how many more
or less are in one category than in another.
Navigating through
Data Analysis and
Probability in
Prekindergarten –
Grade 2
Chapter 1: Build a
Graph
Pages 15-17
Represent and interpret data.
1.MD.4 Organize, represent, and interpret data
with up to three categories; ask and answer
questions about the total number of data points,
how many in each category, and how many more
or less are in one category than in another.
Navigating through
Data Analysis and
Probability in
Prekindergarten –
Grade 2
Chapter 1: What’s
Your Favorite?
Pages 18-21
Represent and interpret data.
1.MD.4 Organize, represent, and interpret data
with up to three categories; ask and answer
questions about the total number of data points,
how many in each category, and how many more
or less are in one category than in another.
Navigating through
Data Analysis and
Probability in
Prekindergarten –
Grade 2
Chapter 1: All
About Shoes
Pages 25-26
Represent and interpret data.
1.MD.4 Organize, represent, and interpret data
with up to three categories; ask and answer
questions about the total number of data points,
how many in each category, and how many more
or less are in one category than in another.
Navigating through
Data Analysis and
Probability in
Prekindergarten –
Grade 2
Chapter 1: Chain It
Pages 27-29
8
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
DRAFT: North Carolina Department of Public Instruction, 2012
Represent and interpret data.
1.MD.4 Organize, represent, and interpret data
with up to three categories; ask and answer
questions about the total number of data points,
how many in each category, and how many more
or less are in one category than in another.
Navigating through
Data Analysis and
Probability in
Prekindergarten –
Grade 2
Chapter 2: Back
and Forth
Pages 44-49
9
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
DRAFT: North Carolina Department of Public Instruction, 2012
Common Core Aligned Lessons – NCTM Navigations Series, Grades K-2
Second Grade
Navigating Book
Lesson Title and
Page Number
Student Behaviors (Mathematical Practices) to Look For…
Understand place value.
2.NBT.1 Understand that the three digits of a
three-digit number represent amounts of
hundreds, tens, and ones; e.g., 706 equals 7
hundreds, 0 tens, and 6 ones.
Navigating through
Number and
Operations in
Prekindergarten Grade 2, 2004
Chapter 1: Trading
Up or Down
Pages 23-25
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Understand place value.
2.NBT.4. Compare two three-digit numbers
based on meanings of the hundreds, tens, and
ones digits, using >, =, and < symbols to record
the results of comparisons.
Navigating through
Number and
Operations in
Prekindergarten Grade 2, 2004
Chapter 1: All in
Order
Pages 29-32
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Reason with shapes and their attributes.
2.G.1 Recognize and draw shapes having
specified attributes, such as a given number of
angles or a given number of equal faces.1
Identify triangles, quadrilaterals, pentagons,
hexagons, and cubes.
Navigating through
Geometry in
Prekindergarten –
Grade 2
Chapter 1: Name
That Block
Pages 19-21
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
CCSS Cluster/Standard
10
DRAFT: North Carolina Department of Public Instruction, 2012
Measure and estimate lengths in standard
units.
2.MD.1 Measure the length of an object by
selecting and using appropriate tools such as
rulers, yardsticks, meter sticks, and measuring
tapes.
2.MD.2 Measure the length of an object twice,
using length units of different lengths for the two
measurements; describe how the two
measurements relate to the size of the unit
chosen.
2.MD.3 Estimate lengths using units of inches,
feet, centimeters, and meters.
2.MD.4 Measure to determine how much longer
one object is than another, expressing the length
difference in terms of a standard length unit.
Navigating through
Measurement in
Prekindergarten –
Grade 2
Chapter 2: Which
Unit Did I Use?
Pages 59-61
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Represent and interpret data.
2.MD.10 Draw a picture graph and a bar graph
(with single-unit scale) to represent a data set
with up to four categories. Solve simple puttogether, take-apart, and compare problems1
using information presented in a bar graph.
Navigating through
Data Analysis and
Probability in
Prekindergarten –
Grade 2
Chapter 1: Families
Pages 30-32
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Represent and interpret data.
2.MD.10 Draw a picture graph and a bar graph
(with single-unit scale) to represent a data set
with up to four categories. Solve simple puttogether, take-apart, and compare problems1
using information presented in a bar graph.
Navigating through
Data Analysis and
Probability in
Prekindergarten –
Grade 2
Chapter 1: Morley
Most and Lutie Least
Pages 36-40
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
11
DRAFT: North Carolina Department of Public Instruction, 2012
Represent and interpret data.
2.MD.10 Draw a picture graph and a bar graph
(with single-unit scale) to represent a data set
with up to four categories. Solve simple puttogether, take-apart, and compare problems1
using information presented in a bar graph.
Navigating through
Data Analysis and
Probability in
Prekindergarten –
Grade 2
Chapter 2: Mystery
Graphs
Pages 50-52
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Represent and interpret data.
2.MD.10 Draw a picture graph and a bar graph
(with single-unit scale) to represent a data set
with up to four categories. Solve simple puttogether, take-apart, and compare problems1
using information presented in a bar graph.
Navigating through
Data Analysis and
Probability in
Prekindergarten –
Grade 2
Chapter 2:
Conducting a Survey
Pages 53-54
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Represent and interpret data.
2.MD.10 Draw a picture graph and a bar graph
(with single-unit scale) to represent a data set
with up to four categories. Solve simple puttogether, take-apart, and compare problems1
using information presented in a bar graph.
Navigating through
Data Analysis and
Probability in
Prekindergarten –
Grade 2
Chapter 2: What a
Difference a Day
Makes
Pages 55-57
Mathematical Practice focus is indicated in bold:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
12
DRAFT: North Carolina Department of Public Instruction, 2012