Alignment to Standards for VA
| Grade | Number | Standard |
|---|---|---|
| 1 | MA-1.21 | recognize, describe, extend, and create a wide variety of patterns, including rhythmic, color, shape, and numerical. Patterns will include both growing and repeating patterns. Concrete materials and calculators will be used by students. |
| 1 | MA-1.3 | count forward by ones, fives, and tens to 100, by twos to 20, and backward by ones from 20. |
| 1 | SC-1.5b | animal characteristics:body coverings, body shape, appendages, and methods of movement) |
| 1 | SC-1.5c | animal characteristics. Key concepts include other characteristics (wild/tame, water homes/land homes). |
| 2 | MA-2.5c) | group objects by threes and fours; and |
| 2 | SC-2.1c | conduct investigations in which two or more attributes are used to classify items; |
| 2 | SC-2.4a | plant and animal life cycles. Key concepts include some animals (frogs and butterflies) undergo distinct stages during their lives, while others generally resemble their parents; and |
| 2 | SC-2.5a | living things are part of a system. Key concepts include living organisms are interdependent with their living and nonliving surroundings; and |
| 2 | SC-2.5b | living things are part of a system. Key concepts include habitats change over time due to many influences. |
| 3 | MA-3.1 | represent multiplication and division, using area and set models, andcreate and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less. |
| 3 | MA-3.4 | recognize and use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences. Students will use these relationships to solve problems such as 5 + 3 = 8 and 8 _ 3 =. |
| 3 | MA-3.9 | recall the multiplication and division facts through the nines table. |
| 3 | SC-3.10a | Key concepts include the interdependency of plants and animals; |
| 3 | SC-3.4a | animal adaptations: methods of gathering and storing food, finding shelter, defending themselves, and rearing young; |
| 3 | SC-3.4b | animal adaptations: hibernation, migration, camouflage, mimicry, instinct, and learned behavior. |
| 3 | SC-3.8b | Key concepts include animal and plant life cycles. |
| 4 | SC-4.5e | Key concepts include life cycles |
| K | MA-K.2a) | tell how many are in the set by counting the number of items orally; |
| K | MA-K.2b) | select the corresponding numeral from a given set; and |
| K | MA-K1 | The student, given two sets containing 10 or fewer concrete items, will identify and describe one set as having more, fewer, or the same number of members as the other set, using the concept of one-to-one correspondence. |
| K | SC-K.6b | basic needs plants and animals. Key concepts include plants and animals live and die (go through a life cycle); and |
| K | SC-K.6c | Key concepts include offspring of plants and animals are similar but not identical to their parents and to one another. |
