Mathematics P-2 - 2020 Colorado Academic Standards

Preschool – Second Grade
Mathematics Standards Review and Revision Committee

Chairperson
Joanie Funderburk
President
Colorado Council of Teachers of Mathematics
Members
Lisa Bejarano Lanny Hass
Teacher Principal
Aspen Valley High School Thompson Valley High School
Academy District 20 Thompson School District
Michael Brom Ken Jensen

Assessment and Accountability Teacher on Mathematics Instructional Coach
Special Assignment Aurora Public Schools
Lewis-Palmer School District 38
Lisa Rogers
Ann Conaway Student Achievement Coordinator
Teacher Fountain-Fort Carson School District 8
Palisade High School
Mesa County Valley School District 51 David Sawtelle
K-12 Mathematics Specialist
Dennis DeBay Colorado Springs School District 11
Mathematics Education Faculty
University of Colorado Denver T. Vail Shoultz-McCole
Early Childhood Program Director
Greg George Colorado Mesa University
K-12 Mathematics Coordinator
St. Vrain Valley School District Ann Summers
K-12 Mathematics and Intervention Specialist
Cassie Harrelson Littleton Public Schools
Director of Professional Practice
Colorado Education Association
This document was updated in December 2019 to reflect typographic and other corrections made to Standards Online.
State Board of Education and Colorado Department of Education
Colorado State Board of Education CDE Standards and Instructional
Support Office
Angelika Schroeder (D, Chair)
2nd Congressional District Karol Gates
Boulder Director
Joyce Rankin (R, Vice Chair) Carla Aguilar, Ph.D.

3rd Congressional District Music Content Specialist
Carbondale
Ariana Antonio
Steve Durham (R) Standards Project Manager
5th Congressional District
Colorado Springs Joanna Bruno, Ph.D.
Science Content Specialist
Valentina (Val) Flores (D)
1st Congressional District Lourdes (Lulu) Buck
Denver World Languages Content Specialist
Jane Goff (D) Donna Goodwin, Ph.D.

7th Congressional District Visual Arts Content Specialist
Arvada
Stephanie Hartman, Ph.D.
Rebecca McClellan (D) Social Studies Content Specialist
Centennial Judi Hofmeister
Dance Content Specialist
Debora Scheffel (R) Drama and Theatre Arts Content Specialist
Parker Jamie Hurley, Ph.D.
Comprehensive Health Content Specialist
Colorado Department of Education Physical Education Content Specialist
Katy Anthes, Ph.D. Raymond Johnson

Commissioner of Education Mathematics Content Specialist
Secretary to the Board of Education
Christine Liebe
Melissa Colsman, Ph.D. Computer Science Content Specialist
Associate Commissioner of Education
Student Learning Division Vince Puzick
Reading, Writing, and Communicating Content
Floyd Cobb, Ph.D. Specialist
Executive Director
Teaching and Learning Unit
2020 Colorado Academic Standards Page 3

Purpose of Mathematics
“Pure mathematics is, in its way, the poetry of logical ideas.”
~Albert Einstein, Obituary for Emmy Noether (1935)
“Systematization is a great virtue of mathematics, and if possible, the student has to learn this virtue,
too. But then I mean the activity of systematizing, not its result. Its result is a system, a beautiful closed
system, closed with no entrance and no exit. In its highest perfection it can even be handled by a
machine. But for what can be performed by machines, we need no humans. What humans have to learn
is not mathematics as a closed system, but rather as an activity, the process of mathematizing reality
and if possible even that of mathematizing mathematics.”
~Hans Freudenthal, Why to Teach Mathematics So as to Be Useful (1968)
Mathematics is the human activity of reasoning with number and shape, in concert with the logical and
symbolic artifacts that people develop and apply in their mathematical activity. The National Council of
Teachers of Mathematics (2018) outlines three primary purposes for learning mathematics:
1. To Expand Professional Opportunity. Just as the ability to read and write was critical for workers
when the early 20th century economy shifted from agriculture to manufacturing, the ability to do
mathematics is critical for workers in the 21st-century as the economy has shifted from manufacturing to
information technology. Workers with a robust understanding of mathematics are in demand by
employers, and job growth in STEM (science, technology, engineering, and mathematics) fields is
forecast to accelerate over the next decade.
2. Understand and Critique the World. A consequence of living in a technological society is the need to
interpret and understand the mathematics behind our social, scientific, commercial, and political
systems. Much of this mathematics appears in the way of statistics, tables, and graphs, but this need to
understand and critique the world extends to the application of mathematical models, attention given
to precision, bias in data collection, and the soundness of mathematical claims and arguments. Learners
of mathematics should feel empowered to make sense of the world around them and to better
participate as an informed member of a democratic society.
3. Experience Wonder, Joy, and Beauty. Just as human forms and movement can be beautiful in dance,
or sounds can make beautiful music, the patterns, shapes, and reasoning of mathematics can also be
beautiful. On a personal level, mathematical problem solving can be an authentic act of individual
creativity, while on a societal level, mathematics both informs and is informed by the culture of those
who use and develop it, just as art or language is used and developed.
References
National Council of Teachers of Mathematics (2018). Catalyzing change in high school mathematics:
Initiating critical conversations. Reston, VA: National Council of Teachers of Mathematics.

Prepared Graduates in Mathematics
Prepared graduates in mathematics are described by the eight Standards for Mathematical Practice
described in the Common Core State Standards (CCSSI, 2010). Across the curriculum at every grade,
students are expected to consistently have opportunities to engage in each of the eight practices. The
practices aligned with each Grade Level Expectation in the Colorado Academic Standards represent the
strongest potential alignments between content and the practices, and are not meant to exclude
students from engaging in the rest of the practices.
The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at
all levels should seek to develop in their students. These practices rest on important “processes and
proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM
process standards of problem solving, reasoning and proof, communication, representation, and
connections. The second are the strands of mathematical proficiency specified in the National Research
Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding
(comprehension of mathematical concepts, operations and relations), procedural fluency (skill in
carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition
(habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in
diligence and one’s own efficacy).
Math Practice MP1. Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and
looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They
make conjectures about the form and meaning of the solution and plan a solution pathway rather than
simply jumping into a solution attempt. They consider analogous problems, and try special cases and
simpler forms of the original problem in order to gain insight into its solution. They monitor and
evaluate their progress and change course if necessary. Older students might, depending on the context
of the problem, transform algebraic expressions or change the viewing window on their graphing
calculator to get the information they need. Mathematically proficient students can explain
correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of
important features and relationships, graph data, and search for regularity or trends. Younger students
might rely on using concrete objects or pictures to help conceptualize and solve a problem.
Mathematically proficient students check their answers to problems using a different method, and they
continually ask themselves, “Does this make sense?” They can understand the approaches of others to
solving complex problems and identify correspondences between different approaches.
Math Practice MP2. Reason abstractly and quantitatively.
Mathematically proficient students make sense of quantities and their relationships in problem
situations. They bring two complementary abilities to bear on problems involving quantitative
relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically
and manipulate the representing symbols as if they have a life of their own, without necessarily
attending to their referents—and the ability to contextualize, to pause as needed during the
manipulation process in order to probe into the referents for the symbols involved. Quantitative

reasoning entails habits of creating a coherent representation of the problem at hand; considering the
units involved; attending to the meaning of quantities, not just how to compute them; and knowing and
flexibly using different properties of operations and objects.
Math Practice MP3. Construct viable arguments and critique the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and previously
established results in constructing arguments. They make conjectures and build a logical progression of
statements to explore the truth of their conjectures. They are able to analyze situations by breaking
them into cases, and can recognize and use counterexamples. They justify their conclusions,
communicate them to others, and respond to the arguments of others. They reason inductively about
data, making plausible arguments that take into account the context from which the data arose.
Mathematically proficient students are also able to compare the effectiveness of two plausible
arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an
argument—explain what it is. Elementary students can construct arguments using concrete referents
such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even
though they are not generalized or made formal until later grades. Later, students learn to determine
domains to which an argument applies. Students at all grades can listen or read the arguments of
others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Math Practice MP4. Model with mathematics.
Mathematically proficient students can apply the mathematics they know to solve problems arising in
everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition
equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan
a school event or analyze a problem in the community. By high school, a student might use geometry to
solve a design problem or use a function to describe how one quantity of interest depends on another.
Mathematically proficient students who can apply what they know are comfortable making assumptions
and approximations to simplify a complicated situation, realizing that these may need revision later.
They are able to identify important quantities in a practical situation and map their relationships using
such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those
relationships mathematically to draw conclusions. They routinely interpret their mathematical results in
the context of the situation and reflect on whether the results make sense, possibly improving the
model if it has not served its purpose.
Math Practice MP5. Use appropriate tools strategically.
Mathematically proficient students consider the available tools when solving a mathematical problem.
These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a
spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient
students are sufficiently familiar with tools appropriate for their grade or course to make sound
decisions about when each of these tools might be helpful, recognizing both the insight to be gained and
their limitations. For example, mathematically proficient high school students analyze graphs of
functions and solutions generated using a graphing calculator. They detect possible errors by
strategically using estimation and other mathematical knowledge. When making mathematical models,

they know that technology can enable them to visualize the results of varying assumptions, explore
consequences, and compare predictions with data. Mathematically proficient students at various grade
levels are able to identify relevant external mathematical resources, such as digital content located on a
website, and use them to pose or solve problems. They are able to use technological tools to explore
and deepen their understanding of concepts.
Math Practice MP6. Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to use clear
definitions in discussion with others and in their own reasoning. They state the meaning of the symbols
they choose, including using the equal sign consistently and appropriately. They are careful about
specifying units of measure, and labeling axes to clarify the correspondence with quantities in a
problem. They calculate accurately and efficiently, express numerical answers with a degree of precision
appropriate for the problem context. In the elementary grades, students give carefully formulated
explanations to each other. By the time they reach high school they have learned to examine claims and
make explicit use of definitions.
Math Practice MP7. Look for and make use of structure.
Mathematically proficient students look closely to discern a pattern or structure. Young students, for
example, might notice that three and seven more is the same amount as seven and three more, or they
may sort a collection of shapes according to how many sides the shapes have. Later, students will see
7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive
property. In the expression 𝑥𝑥 2 + 9𝑥𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7.
They recognize the significance of an existing line in a geometric figure and can use the strategy of
drawing an auxiliary line for solving problems. They also can step back for an overview and shift
perspective. They can see complicated things, such as some algebraic expressions, as single objects or as
being composed of several objects. For example, they can see 5 − 3(𝑥𝑥 − 𝑦𝑦)2 as 5 minus a positive
number times a square and use that to realize that its value cannot be more than 5 for any real numbers
𝑥𝑥 and 𝑦𝑦.
Math Practice MP8. Look for and express regularity in repeated reasoning.
Mathematically proficient students notice if calculations are repeated, and look both for general
methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they
are repeating the same calculations over and over again, and conclude they have a repeating decimal.
By paying attention to the calculation of slope as they repeatedly check whether points are on the line
(𝑦𝑦−2)
through (1,2) with slope 3, middle school students might abstract the equation (𝑥𝑥−1) = 3. Noticing the
regularity in the way terms cancel when expanding (𝑥𝑥 − 1)(𝑥𝑥 + 1), (𝑥𝑥 − 1)(𝑥𝑥 2 + 𝑥𝑥 + 1), and
(𝑥𝑥 − 1)(𝑥𝑥 3 + 𝑥𝑥 2 + 𝑥𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As
they work to solve a problem, mathematically proficient students maintain oversight of the process,
while attending to the details. They continually evaluate the reasonableness of their intermediate
results.

Connecting the Standards for Mathematical Practice to the Standards for
Mathematical Content
The Standards for Mathematical Practice describe ways in which developing student practitioners of the
discipline of mathematics increasingly ought to engage with the subject matter as they grow in
mathematical maturity and expertise throughout the elementary, middle and high school years.
Designers of curricula, assessments, and professional development should all attend to the need to
connect the mathematical practices to mathematical content in mathematics instruction.
The Standards for Mathematical Content are a balanced combination of procedure and understanding.
Expectations that begin with the word “understand” are often especially good opportunities to connect
the practices to the content. Students who lack understanding of a topic may rely on procedures too
heavily. Without a flexible base from which to work, they may be less likely to consider analogous
problems, represent problems coherently, justify conclusions, apply the mathematics to practical
situations, use technology mindfully to work with the mathematics, explain the mathematics accurately
to other students, step back for an overview, or deviate from a known procedure to find a shortcut. In
short, a lack of understanding effectively prevents a student from engaging in the mathematical
practices.
In this respect, those content standards which set an expectation of understanding are potential “points
of intersection” between the Standards for Mathematical Content and the Standards for Mathematical
Practice. These points of intersection are intended to be weighted toward central and generative
concepts in the school mathematics curriculum that most merit the time, resources, innovative
energies, and focus necessary to qualitatively improve the curriculum, instruction, assessment,
professional development, and student achievement in mathematics.
References
Common Core State Standards Initiative. (2010). Standards for mathematical practice.
http://www.corestandards.org/Math/Practice

Standards in Mathematics
The Colorado Academic Standards in mathematics are the topical organization of the concepts and skills
every Colorado student should know and be able to do throughout their preschool through twelfth
grade experience. The standards of mathematics are:
1. Number and Quantity

From preschool through high school, students are continually extending their concept of numbers as
they build an understanding of whole numbers, rational numbers, real numbers, and complex numbers.
As they engage in real-world mathematical problems, they conceive of quantities, numbers with
associated units. Students learn that numbers are governed by properties and understand these
properties lead to fluency with operations.
2. Algebra and Functions

Algebraic thinking is about understanding and using numbers, and students’ work in this area helps
them extend the arithmetic of early grades to expressions, equations, and functions in later grades. This
mathematics is applied to real-world problems as students use numbers, expressions, and equations to
model the world. The mathematics of this standard is closely related to that of Number and Quantity.
3. Data Analysis, Statistics, and Probability

From the early grades, students gather, display, summarize, examine, and interpret data to discover
patterns and deviations from patterns. Measurement is used to generate, represent and analyze data.
Working with data and an understanding of the principles of probability lead to a formal study of
statistics in middle in high school. Statistics provides tools for describing variability in data and for
making informed decisions that take variability into account.
4. Geometry
Students’ study of geometry allows them to comprehend space and shape. Students analyze the
characteristics and relationships of shapes and structures, and engage in logical reasoning. Students
learn that geometry is useful in representing, modeling, and solving problems in the real world as well as
in mathematics.
Modeling Across the High School Standards

A star symbol (★) in the high school standards represents grade level expectations and evidence
outcomes that make up a mathematical modeling standards category.
Modeling links classroom mathematics and statistics to everyday life, work, and decision making.
Modeling is the process of choosing and using appropriate mathematics and statistics to analyze
empirical situations, to understand them better, and to improve decisions. When making mathematical
models, technology is valuable for varying assumptions, exploring consequences, and comparing
predictions with data. Modeling is best interpreted not as a collection of isolated topics but rather in
relation to other standards. (For more on modeling, see Appendix: Modeling Cycle.)

How to Read the Colorado Academic Standards
CONTENT AREA
Grade Level, Standard Category
Prepared Graduates:
The PG Statements represent concepts and skills that all students who complete the Colorado education
system must master to ensure their success in postsecondary and workforce settings.
Grade Level Expectation:

The GLEs are an articulation of the concepts and skills for a grade, grade band, or range that students must
master to ensure their progress toward becoming a prepared graduate.
Evidence Outcomes Academic Context and Connections
The EOs describe the evidence that demonstrates The ACCs provide context for interpreting, connecting,
that a student is meeting the GLE at a mastery and applying the content and skills of the GLE. This
level. includes the Colorado Essential Skills, which are the
critical skills needed to prepare students to
successfully enter the workforce or educational
opportunities beyond high school embedded within
statute (C.R.S. 22-7-1005) and identified by the
Colorado Workforce Development Committee.
The ACCs contain information unique to each content
area. Content-specific elements of the ACCs are
described below.
Grade Level, Standard Category 2020 Colorado Academic Standards GLE Code
Academic Context and Connections in Mathematics:

Colorado Essential Skills and Mathematical Practices: These statements describe how the learning of
the content and skills described by the GLE and EOs connects to and supports the development
of the Colorado Essential Skills and Standards for Mathematical Practice named in the
parentheses.
Inquiry Questions: The sample question that are intended to promote deeper thinking, reflection, and
refined understandings precisely related to the GLE.
Coherence Connections: These statements relate how the GLE relates to content within and across
grade levels. The first statement indicates if a GLE is major, supporting, or additional work of the
grade. Between 65% and 85% of the work of each grade (with P-2 at the high end of that range)
should be focused on the GLEs labeled as major work. The remainder of the time should focus
on supporting work and additional work, where it can appropriately support and compliment
students’ engagement in major work. Advanced outcomes, marked with a (+), represent
content best saved for upper-level math courses in a student’s final three semesters of high
school. The remaining statements describe how the GLE and EOs build from content learned in
prior grades, connects to content in the same grade, and supports learning in later grades.

MATHEMATICS
Preschool, Standard 1. Number and Quantity
Prepared Graduates:
MP8. Look for and express regularity in repeated reasoning.
Preschool Learning and Development Expectation:
P.CC.A. Counting & Cardinality: Know number names and the count sequence.
Indicators of Progress Examples of High-Quality Teaching and Learning

By the end of the preschool experience (approximately 60 months/5 Experiences
years old), students may: Supportive Teaching Practices/Adults May:
1. Count verbally or sign to at least 20 by ones. 1. Count and use numbers as they play with children.
2. Take advantage of every opportunity to count with children in a practical
and authentic setting.
Examples of Learning/Children May:
1. Read stories, sing songs, and act out poems and finger plays that involve
counting, numerals, and shapes.
2. Practice saying a sequence of number words.
3. Respond to the question, “What comes after four?” with “One, two, three,
four … five!”
Coherence Connections:
1. This expectation represents major work of the grade.
2. Between 24–36 months, children say or sign some number words in
sequence, starting with one, and understand that counting words are
separate words, such as “one,” “two,” “three,” versus “onetwothree.”
3. In preschool, learning the counting sequence is part of learning
progressions that go (a) from saying the counting words to counting out
objects and (b) from speaking number words to writing base-ten numerals.
4. In kindergarten, students count to 100 by ones and tens and count forward
from a given number.
Preschool, Standard 1. Number and Quantity 2020 Colorado Academic Standards MA.P.CC.A
MA.P.CC.A
MATHEMATICS
Prepared Graduates:
MP2. Reason abstractly and quantitatively.
P.CC.B. Counting & Cardinality: Recognize the number of objects in a small set.

2. Instantly recognize, without counting, small quantities of up to five objects 1. Hold five or fewer objects in a closed hand, then open it briefly for the child,
and say or sign the number. close it again, and ask, “How many did you see?”
2. Quickly show children a card with five or fewer dots, then hide it and ask
who can say how many dots they saw.
3. Ask children to place their hands where they can’t see them, then show a
small number on their fingers, then have the children check their work by
looking at their hands.
1. Play with a friend and say without counting, “I have five big rocks and you
have five little rocks. We have the same.”
2. Find fewer objects or objects in patterns (like two rows of 2 to make four)
easier to subitize.
1. This expectation supports the major work of the grade.
2. Between 36–60 months, children develop an understanding of what whole
numbers mean and become increasingly able to quickly recognize the
number of objects in a small set (known as subitizing).
3. In preschool, subitizing facilitates efficient counting.
4. In kindergarten, students count to determine the number of up to 20
arranged or up to 10 scattered objects.
Preschool, Standard 1. Number and Quantity 2020 Colorado Academic Standards MA.P.CC.B
MA.P.CC.B
MATHEMATICS
Prepared Graduates:
MP6. Attend to precision.
P.CC.C. Counting & Cardinality: Understand the relationship between numbers and quantities.

3. Say or sign the number names in order when counting, pairing one number 1. Play age-appropriate games that involve counting spaces or objects.
word that corresponds with one object, up to at least 10. 2. Count to five from thumb to pinky on an open hand, then close the hand
4. Use the number name of the last object counted to answer “How many?” except for the pinky and ask, “How many fingers are still showing?” to see if
questions for up to approximately 10 objects. a child answers one or five.
5. Accurately count as many as five objects in a scattered configuration or out 3. Help children count by pointing to objects or drawings of objects, then
of a collection of more than five objects. confirming the total by asking, “So how many are there altogether?”
6. Understand that each successive number name refers to a quantity that is 4. Provide opportunities to count objects for lunch, such as plates, napkins,
one larger. and cups.
1. Match a group of 1 to 10 objects with written and spoken numbers.
2. Play simple games that match numbers to a movement of spaces on a game
board.
3. Take a specified number of crackers from a bowl during snack time.
2. Between 36–60 months, children coordinate verbal counting with objects
by pointing at each object for each number word (known as one-to-one
correspondence) and develop an understanding that the last number in the
sequence represents how many in the group (known as cardinality).
3. In preschool, students connect the process of counting to a conceptual
understanding of cardinality.
4. In kindergarten, students count to determine the number of objects using
one-to-one correspondence and cardinality for up to 20 objects in a line or
10 scattered objects.
Preschool, Standard 1. Number and Quantity 2020 Colorado Academic Standards MA.P.CC.C
MA.P.CC.C
MATHEMATICS
Prepared Graduates:
MP7. Look for and make use of structure.
P.CC.D. Counting & Cardinality: Compare numbers.

7. Identify whether the number of objects in one group is more than, less than 1. Have children group and order materials when cleaning up.
or the same as objects in another group for up to at least five objects. 2. Describe quantities using vocabulary including more than, less than, and
8. Identify and use numbers related to order or position from first to fifth. equal to.
3. Provide opportunities for children to count, group, and order objects and
materials.
4. Put four counting chips inside a circle and one chip outside the circle, then
ask, “Which has more, inside or outside? Which has fewer chips?”
1. Count, group, and sort objects and materials.
2. Be able to express a preference for greater numbers of things (such as
candy or toys) when comparing groups of different sizes.
3. Say phrases like, “There are more cookies in this box,” or “There are fewer
pencils on that table than on this one.”
4. Identify which item is first, second, third, etc., when pointing to items or
talking about events that are ordered.
2. Between 36–60 months, children begin to count and compare same-size
objects (with adult assistance) and begin to understand that the number of
objects is independent of the size of the objects.
3. In kindergarten, students identify whether the number of objects in one
group is greater than, less than, or equal to the number of objects in
another group for up to 10 objects. Students also compare two numbers
between 1 and 10 presented as written numerals.
Preschool, Standard 1. Number and Quantity 2020 Colorado Academic Standards MA.P.CC.D
MA.P.CC.D
MATHEMATICS
Prepared Graduates:
MP5. Use appropriate tools strategically.
P.CC.E. Counting & Cardinality: Associate a quantity with written numerals up to 5 and begin to write numbers.

9. Associate a number of objects with a written numeral 0–5. 1. Play games with children where spinning a wheel with numbers or the
10. Recognize and, with support, write some numerals up to 10. number written on a card is associated with the need to count that number
of objects or spaces.
2. Help a child write or trace using any writing tool the numeral corresponding
to his or her age.
3. Support the use of a numeral by connecting it to a group of objects or a
picture of objects to help students associate the numeral to a quantity.
1. Match a group of 1 to 5 objects with written and spoken numbers.
2. Copy a printed numeral using their own handwriting.
3. Play games that involve matching numerals to numbers of objects, such as
dots on cards.
2. Between 36–60 months, children develop an understanding that a written
numeral represents a quantity and uses symbols, like tally marks, to
represent numerals.
3. In preschool, work with numerals is still in its early stages. Writing numerals
does not become a focus until kindergarten, but it can be done in preschool
to support other work in mathematics and writing.
4. In kindergarten, students write numbers from 0 to 20 and associate a
number of objects with the written numerals 0–20.
Preschool, Standard 1. Number and Quantity 2020 Colorado Academic Standards MA.P.CC.E
MA.P.CC.E
MATHEMATICS
Preschool, Standard 2. Algebra and Functions
Prepared Graduates:
MP4. Model with mathematics.
P.OA.A. Operations & Algebraic Thinking: Understand addition as adding to and understand subtraction as taking away from.

1. Represent addition and subtraction in different ways, such as with fingers, 1. Use fingers on both hands to represent addition.
objects, and drawings. 2. Ask a child with five crackers, “If you eat three of your crackers, how many
2. Solve addition and subtraction problems set in simple contexts. Add and will you have left?”
subtract up to at least five to or from a given number to find a sum or 3. Ask “How many more?” questions, such as, “We have three children in this
difference up to 10. group. How many more children do we need to make a group of five?”
3. With adult assistance, begin to use counting on (adding 1 or 2, for example)
from the larger number for addition. Examples of Learning/Children May:
1. Add a group of three and a group of two, counting “One, two three …” and
then counting on “Four, five!” while keeping track using their fingers.
2. Take three away from five, counting “Five, four, three … two!” while
keeping track using their fingers.
3. Say after receiving more crackers at snack time, “I had two and now I have
four.”
4. Predict what will happen when one more object is taken away from a group
of five or fewer objects, and then verify their prediction by taking the object
away and counting the remaining objects.
2. Between 36–60 months, children develop beginning understandings of
adding and subtracting with the help of objects and adult support.
3. In preschool, students should work with small numbers and simpler
problem subtypes (see Appendix, Table 1).
4. In kindergarten, students add and subtract within 10 using objects or
drawings to represent problems and fluently add and subtract within 5.
Preschool, Standard 2. Algebra and Functions 2020 Colorado Academic Standards MA.P.OA.A
MA.P.OA.A
MATHEMATICS
Preschool, Standard 2. Algebra and Functions
Prepared Graduates:
P.OA.B. Operations & Algebraic Thinking: Understand simple patterns.
Indicators of Progress Examples of Learning/Children May:

By the end of the preschool experience (approximately 60 months/5 1. Use art materials and other objects to create or replicate patterns (e.g.,
years old), students may: weaving, stringing beads, stacking blocks, or drawing repeating pictures).
4. Fill in missing elements of simple patterns. 2. Recognize patterns in a story or song.
5. Duplicate simple patterns in a different location than demonstrated, such as 3. Identify two blocks, one red and one blue, as the core unit of a longer
making the same alternating color pattern with blocks at a table that was pattern using alternating red and blue blocks.
demonstrated on the rug. Extend patterns, such as making an eight-block 4. Sequence story cards to show beginning, middle, and end.
tower of the same pattern that was demonstrated with four blocks. Coherence Connections:
6. Identify the core unit of sequentially repeating patterns, such as color in a 1. This expectation supports the major work of the grade.
sequence of alternating red and blue blocks. 2. Between 36–60 months, children recognize and work with simple patterns
Examples of High-Quality Teaching and Learning (like ABAB) in different forms, such as patterns of objects, numbers, sounds,
Experiences and movements.
3. In preschool, students may recognize and duplicate more complicated
Supportive Teaching Practices/Adults May: patterns, such as ABC, ABB, and AABB.
1. Provide everyday opportunities to explore numbers and patterns, such as 4. In kindergarten, pattern recognition is embedded in and focused on early
setting the table with a cup, plate, and fork for each person. numeracy, such as counting by tens, number composition/decomposition,
2. Provide opportunities to observe naturally occurring patterns within the making tens, describing attributes of objects, and classifying objects into
indoor and outdoor environments, such as looking at patterns in the bricks categories.
of a building or patterns in art and design.
3. Introduce songs and movement patterns where children can extend and
grow the pattern.
Preschool, Standard 2. Algebra and Functions 2020 Colorado Academic Standards MA.P.OA.B
MA.P.OA.B
MATHEMATICS
Preschool, Standard 3. Data, Statistics, and Probability
Prepared Graduates:
MP1. Make sense of problems and persevere in solving them.
P.MD.A. Measurement & Data: Measure objects by their various attributes using standard and nonstandard measurement and use
differences in attributes to make comparisons.
Indicators of Progress Examples of Learning/Children May:

By the end of the preschool experience (approximately 60 months/5 1. Sort objects by physical characteristics such as a color or size.
years old), students may: 2. Group objects according to their size, using standard and nonstandard
1. Use comparative language, such as shortest, heavier, biggest, or later. forms of measurement (e.g., height, weight, length, color, or brightness).
2. Compare or order up to five objects based on their measurable attributes, 3. Explore various processes and units for measurement and begin to notice
such as height or weight. different results of one method or another.
3. Measure using the same unit, such as putting together snap cubes to see Coherence Connections:
how tall a book is. 1. This expectation is in addition to the major work of the grade.
Examples of High-Quality Teaching and Learning 2. Between 36–60 months, children develop an understanding that attributes
Experiences can be described and compared in simple ways, such as one child being
taller than another.
Supportive Teaching Practices/Adults May: 3. In preschool, this expectation connects with counting, comparing numbers,
1. Follow a pictorial recipe and let children measure, pour, and stir the and comparing shapes.
ingredients while asking questions like, “How many cups of flour does the 4. In kindergarten, students describe multiple measurable attributes of an
recipe show we need to put in the bowl?” object and make direct comparisons of two objects with a measurable
2. Provide opportunities for children to sort, classify and group household attribute in common.
objects and materials.
3. Ask questions of measurement (e.g., “How many steps does it take to walk
from the front door to your cubby?” or “How many blocks long is your
arm?”).
4. Offer a variety of measuring tools and models, such as rulers, yardsticks,
measuring tapes, measuring cups, scales, and thermometers. (Children may
not use each of these correctly, but they are developing early
understandings of how tools measure things.)
5. Provide opportunities for children to use non-standard measuring tools
such as cubes, paperclips, blocks, etc.
Preschool, Standard 3. Data, Statistics, and Probability 2020 Colorado Academic Standards MA.P.MD.A
MA.P.MD.A
MATHEMATICS
Preschool, Standard 4. Geometry
Prepared Graduates:
MP3. Construct viable arguments and critique the reasoning of others.
P.G.A. Geometry: Identify, describe, compare, and compose shapes.
Indicators of Progress 4. Use a variety of lengths and angles in their shapes (such as scalene
triangles, long and thin rectangles) as well as more common configurations
By the end of the preschool experience (approximately 60 months/5
of shapes (such as equilateral triangles).
years old), students may:
1. Name and describe shapes in terms of length of sides, number of sides, and Examples of Learning/Children May:
number of angles/corners. 1. Match, sort, group, and name basic shapes found outside or in the
2. Correctly name basic shapes (circle, square, rectangle, triangle) regardless classroom.
of size and orientation. 2. Use pattern tiles to make shapes out of other shapes, such as putting two
3. Analyze, compare, and sort two-and three-dimensional shapes and objects squares side-by-side to make a non-square rectangle.
in different sizes. Describe their similarities, differences, and other 3. Put away blocks and/or tiles into different containers based on the number
attributes, such as size and shape. or length of sides.
4. Compose simple shapes to form larger shapes. Coherence Connections:
Examples of High-Quality Teaching and Learning 1. This expectation is in addition to the major work of the grade.
Experiences 2. Between 36–60 months, children start by recognizing circles and squares
and then add triangles and other shapes. As understanding of shape
Supportive Teaching Practices/Adults May: develops, children identify sides and angles as distinct parts of shapes.
1. Use a sensory table with various bowls, cups, or other containers to 3. In preschool, this expectation connects with measuring and comparing
encourage activities with shapes and sorting. objects by their attributes.
2. Provide children with puzzles made of simple geometric shapes and 4. In kindergarten, students identify and describe squares, circles, triangles,
encourage saying the names of shapes as they play. rectangles, hexagons, cubes, cones, cylinders, and spheres.
3. Discuss geometric shapes in terms of their attributes, such as “This is a
circle. It’s perfectly round with no bumps or corners. This is a triangle. It has
three sides and three angles.”
Preschool, Standard 4. Geometry 2020 Colorado Academic Standards MA.P.G.A

MA.P.G.A
MATHEMATICS
Preschool, Standard 4. Geometry
Prepared Graduates:
P.G.B. Geometry: Explore the positions of objects in space.

5. Understand and use language related to directionality, order, and the 1. Provide opportunities for conversation using everyday words to indicate
position of objects, including up/down and in front/behind. space location, shape, and size of objects, saying things like, “You crawled
6. Correctly follow directions involving their own position in space, such as under the picnic table, over the tree stump, and now you are in the tunnel
“Stand up” and “Move forward.” slide!”
2. Help children organize toys, pointing out concepts such as “in,” “on,” and
“beside.”
1. Use the vocabulary of geometry and position to describe shapes within the
room and surrounding environment.
2. Understand relational directions, such as “Please put a mat under each
plate.”
1. This expectation is in addition to the major work of the grade.
2. Between 36–60 months, students develop spatial vocabulary and become
able to follow directions involving their own position in space.
3. In preschool and early elementary, students work with shapes and their
attributes in increasingly sophisticated ways over time.
4. In kindergarten, students describe objects in the environment using names
of shapes and describe the relative positions of these objects using terms
such as above, below, in front of, behind, and next to.
Preschool, Standard 4. Geometry 2020 Colorado Academic Standards MA.P.G.B

MA.P.G.B
MATHEMATICS
Kindergarten, Standard 1. Number and Quantity
Prepared Graduates:
K.CC.A. Counting & Cardinality: Use number names and the count sequence.

Students Can: Colorado Essential Skills and Mathematical Practices:
1. Count to 100 by ones and by tens. (CCSS: K.CC.A.1) 1. Recognize that the number sequence from 1 to 9 repeats between the
2. Count forward beginning from a given number within the known sequence decade numbers, except in the spoken numbers between 10 and 20. (MP7)
(instead of having to begin at 1). (CCSS: K.CC.A.2) 2. Reason that counting to 100 by tens reaches the same number as can be
3. Write numbers from 0 to 20. Represent a number of objects with a written counted repeatedly by ones. (MP8)
numeral 0–20 (with 0 representing a count of no objects). (CCSS: K.CC.A.3)
Inquiry Questions:
1. When might you want to count by tens instead of ones?
2. When might you want to start counting from a number other than one?
3. What number can we use to show we have nothing to count?
2. In preschool, students understand that number words have a sequence and
that the words are separate (not “onetwothree”).
3. In kindergarten, this expectation is key to several progressions of learning:
(a) from saying the counting words to counting out objects, (b) from
counting to counting on, and (c) from spoken number words to written
base-ten numerals to base-ten system understanding.
4. In Grade 1, students extend the counting sequence to 120.
Kindergarten, Standard 1. Number and Quantity 2020 Colorado Academic Standards MA.K.CC.A
MA.K.CC.A
MATHEMATICS
Prepared Graduates:
K.CC.B. Counting & Cardinality: Count to determine the number of objects.

4. Apply the relationship between numbers and quantities and connect 1. Progress from thinking about numbers as the result of the process of
counting to cardinality. (CCSS: K.CC.B.4) counting to abstractly thinking about numbers as mental objects of their
a. When counting objects, say the number names in the standard order, own—especially the quantity 10. (MP2)
pairing each object with one and only one number name and each 2. Explain how the number reached when counting on is a relationship
number name with one and only one object. (CCSS: K.CC.B.4.a) between the quantity started from and the quantity added. (MP3)
b. Understand that the last number name said tells the number of objects 3. Make counting efficient by following rows, columns, or other patterns in a
counted. The number of objects is the same regardless of their group of arranged objects. (MP7)
arrangement or the order in which they were counted. (CCSS:
Inquiry Questions:
K.CC.B.4.b)
1. How is counting to five different from the number five?
c. Understand that each successive number name refers to a quantity that
2. What number is one larger than four? What number is one larger than
is one larger. (CCSS: K.CC.B.4.c)
seven?
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 Coherence Connections:
a scattered configuration; given a number from 1–20, count out that many 1. This expectation represents major work of the grade.
objects. (CCSS: K.CC.5) 2. In preschool, students build conceptions of what whole numbers mean, of
subitizing, of one-to-one correspondence between verbal counting and
objects, and of cardinality.
(a) from saying the counting words to counting out objects, (b) from
counting to counting on, and (c) from spoken number words to written
base-ten numerals to base-ten understanding.
4. In Grade 1, students use their understanding of counting and cardinality to
add and subtract within 20.
Kindergarten, Standard 1. Number and Quantity 2020 Colorado Academic Standards MA.K.CC.B
MA.K.CC.B
MATHEMATICS
Prepared Graduates:
K.CC.C. Counting & Cardinality: Compare numbers.

6. Identify whether the number of objects in one group is greater than, less 1. Make reasoned arguments about the relative sizes of groups, such as by
than, or equal to the number of objects in another group, e.g., by using matching objects of two groups and seeing which has extra objects, or by
matching and counting strategies. (Include groups with up to 10 objects.) counting the objects in each group and seeing which has the number
(CCSS: K.CC.C.6) further in the counting sequence. (MP3)
7. Compare two numbers between 1 and 10 presented as written numerals. 2. Use precise language to describe why one quantity is less than, greater
(CCSS: K.CC.C.7) than, or equal to another, and avoid mixing and misusing different ways of
quantifying such as dimension, weight, or magnitude. (MP6)
Inquiry Questions:
1. Other than counting, how might you decide whether one set has more
objects than another?
2. Which is more, 3 small cookies or 2 big cookies? What makes this difficult
to answer?
2. In preschool, students build an understanding of same versus different
numbers of items, numbers of objects versus their size, and ordering from
first to fifth.
(a) from counting to counting on and (b) from comparison by matching to
comparison by numbers to comparison involving adding and subtracting.
4. In Grade 1, students build an understanding of ten and place value with
two-digit numbers. Students also organize data into categories and
compare how many more or less are in one category than in another.
Kindergarten, Standard 1. Number and Quantity 2020 Colorado Academic Standards MA.K.CC.C
MA.K.CC.C
MATHEMATICS
Prepared Graduates:
K.NBT.A. Number & Operations in Base Ten: Work with numbers 11–19 to gain foundations for place value.
Evidence Outcomes Inquiry Questions:

Students Can: 1. Can you show the number 13 as ten ones and some more ones? How many
1. Compose and decompose numbers from 11 to 19 into ten ones and some more ones than tens are there?
further ones, e.g., by using objects or drawings, and record each 2. In the number 11, what makes the “1” on the left different from the “1” on
composition or decomposition by a drawing or equation (such as 18 = the right? Could you show this with objects or a diagram?
10 + 8); understand that these numbers are composed of ten ones and 3. What would a number called “ten four” look like? What word do we usually
one, two, three, four, five, six, seven, eight, or nine ones. (CCSS: K.NBT.A.1) say for this number?
4. Why might someone call the number 17 “ten seven?”
Academic Context and Connections
Colorado Essential Skills and Mathematical Practices: 1. This expectation represents major work of the grade.
1. Be precise in drawings, diagrams, and numerical recordings about objects or 2. In preschool, students develop conceptions of addition and subtraction
symbols that represent ones and objects or symbols that represent tens. when adding to and taking away from small collections of objects.
(MP6) 3. In kindergarten, this expectation is part of a progression from comparison
2. See the structure of a number as composed of its base-ten units. (MP7) by spoken number words to written base-ten numerals to base-ten system
3. Repeat the reasoning afforded by the uniformity of the base-ten system, understanding.
where 10 copies compose 1 base-ten unit of the next highest value. (MP8) 4. In Grade 1, students build an understanding of ten and place value with
two-digit numbers.
Kindergarten, Standard 1. Number and Quantity 2020 Colorado Academic Standards MA.K.NBT.A
MA.K.NBT.A
MATHEMATICS
Kindergarten, Standard 2. Algebra and Functions
Prepared Graduates:
K.OA.A. Operations & Algebraic Thinking: Model and describe addition as putting together and adding to, and subtraction as taking apart
and taking from, using objects or drawings.

1. Represent addition and subtraction with objects, fingers, mental images, 1. Make sense of real-world situations involving addition and subtraction
drawings (drawings need not show details, but should show the (Entrepreneurial Skills: Critical Thinking/Problem Solving)
mathematics in the problem), sounds (e.g., claps), acting out situations, 2. Mathematize a real-world situation, focusing on the quantities and their
verbal explanations, expressions, or equations. (CCSS: K.OA.A.1) relationships rather than non-mathematical aspects of the situation. (MP4)
2. Solve addition and subtraction word problems, and add and subtract within 3. Act out adding and subtracting situations by representing quantities in the
10, e.g., by using objects or drawings to represent the problem. (CCSS: situation with objects, fingers, and math drawings. (MP5)
K.OA.A.2) 4. Use the equal sign consistently and appropriately. (MP6)
3. Decompose numbers less than or equal to 10 into pairs in more than one
Inquiry Questions:
way, e.g., by using objects or drawings, and record each decomposition by a
1. How could you show me adding 3 and 2?
drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). (CCSS: K.OA.A.3)
2. How could you show me 3 take away 2?
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 Coherence Connections:
with a drawing or equation. (CCSS: K.OA.A.4) 1. This expectation represents major work of the grade.
5. Fluently add and subtract within 5. (CCSS: K.OA.A.5) 2. In preschool, students represent addition and subtraction within 5 with
fingers, objects, and drawings.
3. In kindergarten, this expectation is part of a progression involving addition
and subtraction of increasingly large numbers and increasingly complex
problem subtypes (see Appendix, Table 1).
4. In Grade 1, students understand properties of operations, the relationship
between addition and subtraction, and add and subtract within 20.
Kindergarten, Standard 2. Algebra and Functions 2020 Colorado Academic Standards MA.K.OA.A
MA.K.OA.A
MATHEMATICS
Kindergarten, Standard 3. Data, Statistics, and Probability
Prepared Graduates:
K.MD.A. Measurement & Data: Describe and compare measurable attributes.

1. Describe measurable attributes of objects, such as length or weight. 1. Make sense of their world by comparing and ordering objects by their
Describe several measurable attributes of a single object. (CCSS: K.MD.A.1) attributes. (Entrepreneurial Skills: Inquiry/Analysis)
2. Directly compare two objects with a measurable attribute in common, to 2. Be precise about meanings related to size when describing an object’s
see which object has “more of”/“less of” the attribute, and describe the height, weight, or other attribute. (MP6)
difference. For example, directly compare the heights of two children and
Inquiry Questions:
describe one child as taller/shorter. (CCSS: K.MD.A.2)
1. What does it mean for one object to be “bigger” than another?
2. If you are standing on a chair, how should your height be measured
differently than if you were standing on the floor?
3. If an object is moved, does that change its size?
2. In preschool, students develop conceptions of measurable attributes of
objects and comparisons based on those attributes.
3. In kindergarten, this expectation can contribute to students’
understandings of measurable attributes, comparison, and conservation of
length, all of which connect to progressions in geometry, the number
system, and to future work in ratio and proportion.
4. In Grade 1, students measure lengths directly and by iterating length units,
and express the length of an object as a whole number of length units.
Kindergarten, Standard 3. Data, Statistics, and Probability 2020 Colorado Academic Standards MA.K.MD.A
MA.K.MD.A
MATHEMATICS
Kindergarten, Standard 3. Data, Statistics, and Probability
Prepared Graduates:
K.MD.B. Measurement & Data: Classify objects and count the number of objects in each category.

3. Classify objects into given categories; count the numbers of objects in each 1. Group objects into categories to help make sense of problems. (MP1)
category and sort the categories by count. (Limit category counts to be less 2. Abstract individual objects into new conceptual groups. (MP2)
than or equal to 10.) (CCSS: K.MD.B.3) 3. Choose appropriate representations of objects and categories. (MP5)
Inquiry Questions:
1. How can numbers of objects be represented to make comparisons?
2. How can objects be categorized in different ways?
3. How can an object’s attributes determine if it does not belong with other
objects in a group?
2. In preschool, students use differences in attributes to make comparisons.
3. In kindergarten, this expectation supports the work of counting and
comparing numbers and is part of a progression of learning how to analyze
categorical data.
4. In Grade 1, students organize, represent, and interpret data with up to
three categories.
Kindergarten, Standard 3. Data, Statistics, and Probability 2020 Colorado Academic Standards MA.K.MD.B
MA.K.MD.B
MATHEMATICS
Kindergarten, Standard 4. Geometry
Prepared Graduates:
K.G.A. Geometry: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

1. Describe objects in the environment using names of shapes, and describe 1. Describe the physical world from geometric perspectives, e.g., shape,
the relative positions of these objects using terms such as above, below, orientation, and spatial relationships. (MP4)
beside, in front of, behind, and next to. (CCSS: K.G.A.1) 2. Reflect an increasing understanding of shapes by using increasingly precise
2. Correctly name shapes regardless of their orientations or overall size. (CCSS: language to describe them. (MP6)
K.G.A.2) 3. Sort shapes into categories (squares, circles, triangles, etc.) based on
3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three- attributes of the shapes. (MP7)
dimensional (“solid”). (CCSS: K.G.A.3)
Inquiry Questions:
1. For a given shape, what attributes make an example of that shape different
from a non-example? For example, “Why is this shape (point to a square) a
square, while this shape (point to a non-square) is not?”
2. What are the ways of describing where an object is?
2. In preschool, students learn about circles, squares, triangles, and their
parts.
3. In kindergarten, this expectation connects with the work of analyzing,
comparing, creating, and composing shapes.
4. In future grades, students calculate area and surface area of these and
other shapes.
Kindergarten, Standard 4. Geometry 2020 Colorado Academic Standards MA.K.G.A

MA.K.G.A
MATHEMATICS
Kindergarten, Standard 4. Geometry
Prepared Graduates:
K.G.B. Geometry: Analyze, compare, create, and compose shapes.

4. Analyze and compare two- and three-dimensional shapes, in different sizes 1. Use experiences with multiple examples of a type of shape to develop a
and orientations, using informal language to describe their similarities, concept image (see glossary) of that shape from which they can abstract
differences, parts (e.g., number of sides and vertices/“corners”) and other common features. (MP2)
attributes (e.g., having sides of equal length). (CCSS: K.G.B.4) 2. Model shapes in the world by building them with components or drawing
5. Model shapes in the world by building shapes from components (e.g., sticks representations of them. (MP4)
and clay balls) and drawing shapes. (CCSS: K.G.B.5) 3. Use patterns or structures when making comparisons or compositions of
6. Compose simple shapes to form larger shapes. For example, “Can you join shapes. (MP7)
these two triangles with full sides touching to make a rectangle?” (CCSS:
Inquiry Questions:
K.G.B.6)
1. Can you change a shape into a different kind of shape by rotating it?
2. What kinds of pictures can you make by combining shapes?
2. In preschool, students understand and use language related to
directionality, order, and the position of objects, such as up/down and in
front/behind.
3. In kindergarten, this expectation connects with identifying and describing
shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones,
cylinders, and spheres).
4. In Grade 1, students classify, compose, and partition shapes.
Kindergarten, Standard 4. Geometry 2020 Colorado Academic Standards MA.K.G.B

MA.K.G.B
MATHEMATICS
First Grade, Standard 1. Number and Quantity
Prepared Graduates:
1.NBT.A. Number & Operations in Base Ten: Extend the counting sequence.

1. Count to 120, starting at any number less than 120. In this range, read and 1. Make use of the base-ten counting structure when using special words at
write numerals and represent a number of objects with a written numeral. the decades, like “sixty” and “seventy.” (MP7)
(CCSS: 1.NBT.A.1)
Inquiry Questions:
1. When might someone want to count by tens instead of ones?
2. Which numbers can be written with two numerals and which numbers are
written with three?
2. In kindergarten, students count to 100 by ones and tens, count forward
from a given number, and connect counting to cardinality.
3. In Grade 1, this expectation connects with understanding place value and
with adding and subtracting within 20.
4. In Grade 2, students extend their place value understanding to hundreds
and three-digit numbers, and use this along with the properties of
operations to add and subtract within 1000 and fluently add and subtract
within 100.
First Grade, Standard 1. Number and Quantity 2020 Colorado Academic Standards MA.1.NBT.A
MA.1.NBT.A
MATHEMATICS
Prepared Graduates:
1.NBT.B. Number & Operations in Base Ten: Understand place value.

2. Understand that the two digits of a two-digit number represent amounts of 1. Make sense of quantities and their relationships in problem situations.
tens and ones. Understand the following as special cases: (CCSS: 1.NBT.B.2) (MP1)
a. 10 can be thought of as a bundle of ten ones — called a “ten.” (CCSS: 2. Abstract 10 ones into a single conceptual object called a ten. (MP2)
1.NBT.B.2.a) 3. Model ones and tens with objects and mathematical representations.
b. The numbers from 11 to 19 are composed of a ten and one, two, three, (MP4)
four, five, six, seven, eight, or nine ones. (CCSS: 1.NBT.B.2.b) 4. See the structure of a number as its base-ten units. (MP7)
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three,
Inquiry Questions:
four, five, six, seven, eight, or nine tens (and 0 ones). (CCSS: 1.NBT.B.2.c)
1. What does the position of a digit tell you about its value?
3. Compare two two-digit numbers based on meanings of the tens and ones
2. What are two ways to describe the number 30?
digits, recording the results of comparisons with the symbols >, =, and <.
3. Why was a place value system developed? What might numbers look like
(CCSS: 1.NBT.B.3)
without it?
2. In kindergarten, students decompose numbers from 11 to 19 into ten ones
and further ones.
3. In Grade 1, this expectation connects with extending the counting sequence
and using place value understanding and properties of operations to add
and subtract within 100.
4. In Grade 2, students understand hundreds and place value of three-digit
numbers, and use this along with the properties of operations to add and
subtract.
First Grade, Standard 1. Number and Quantity 2020 Colorado Academic Standards MA.1.NBT.B
MA.1.NBT.B
MATHEMATICS
Prepared Graduates:
1.NBT.C. Number & Operations in Base Ten: Use place value understanding and properties of operations to add and subtract.

4. Add within 100, including adding a two-digit number and a one-digit 1. Perform computation with addition and subtraction while making
number, and adding a two-digit number and a multiple of 10, using connections to the properties of operations and to place value structure.
concrete models or drawings and strategies based on place value, (Entrepreneurial Skills: Critical Thinking/Problem Solving)
properties of operations, and/or the relationship between addition and 2. Model quantities with drawings or equations to make sense of place value.
subtraction; relate the strategy to a written method and explain the (MP1)
reasoning used. Understand that in adding two-digit numbers, one adds 3. Use the base-ten structure to add and subtract, including adding and
tens and tens, ones and ones; and sometimes it is necessary to compose a subtracting multiples of ten. (MP7)
ten. (CCSS: 1.NBT.C.4)
Inquiry Questions:
5. Given a two-digit number, mentally find 10 more or 10 less than the
1. Can you add or subtract ten without having to count by ones?
number, without having to count; explain the reasoning used. (CCSS:
2. How does modeling addition look different if you add tens and ones
1.NBT.C.5)
separately compared to counting on by tens then by ones?
6. Subtract multiples of 10 in the range 10–90 from multiples of 10 in the
range 10–90 (positive or zero differences), using concrete models or Coherence Connections:
drawings and strategies based on place value, properties of operations, 1. This expectation represents major work of the grade.
and/or the relationship between addition and subtraction; relate the 2. In kindergarten, students model and describe addition as putting together
strategy to a written method and explain the reasoning used. (CCSS: and adding to, and subtraction as taking part and taking from, using objects
1.NBT.C.6) or drawings. Students also work with numbers 11–19 to gain foundations
for place value.
3. In Grade 1, this expectation connects with understanding place value and
adding and subtracting within 20.
4. In Grade 2, students understand place value for three-digit numbers and
use that understanding and properties of operations to add and subtract
within 1000 and fluently add and subtract within 100.
First Grade, Standard 1. Number and Quantity 2020 Colorado Academic Standards MA.1.NBT.C
MA.1.NBT.C
MATHEMATICS
First Grade, Standard 2. Algebra and Functions
Prepared Graduates:
1.OA.A. Operations & Algebraic Thinking: Represent and solve problems involving addition and subtraction.

1. Use addition and subtraction within 20 to solve word problems involving 1. Make sense of problems by relating objects, drawings, and equations.
situations of adding to, taking from, putting together, taking apart, and (MP1)
comparing, with unknowns in all positions, e.g., by using objects, drawings, 2. Use cubes, number racks, ten frames and other models to represent
and equations with a symbol for the unknown number to represent the addition and subtraction situations in real-world contexts. (MP4)
problem. (CCSS: 1.OA.A.1)
Inquiry Questions:
2. Solve word problems that call for addition of three whole numbers whose
1. How can you use cubes to help you compare two numbers?
sum is less than or equal to 20, e.g., by using objects, drawings, and
2. (Given a representation of a value less than ten) How many more do you
equations with a symbol for the unknown number to represent the
need to make ten?
problem. (CCSS: 1.OA.A.2)
2. In kindergarten, students add and subtract within 10 by using objects or
drawings to represent problems.
3. In Grade 1, this expectation connects with comparing, adding, and
subtracting numbers, including measurement and data activities.
4. In Grade 2, students represent and solve real-world problems involving
addition and subtraction within 100, with fluency expected within 20.
First Grade, Standard 2. Algebra and Functions 2020 Colorado Academic Standards MA.1.OA.A
MA.1.OA.A
MATHEMATICS
Prepared Graduates:
1.OA.B. Operations & Algebraic Thinking: Understand and apply properties of operations and the relationship between addition and
subtraction.

3. Apply properties of operations as strategies to add and subtract. (Students 1. Make sense of addition and subtraction by applying properties of
need not use formal terms for these properties.) Examples: If 8 + 3 = 11 is operations and working with different problem types (see Appendix, Table
known, then 3 + 8 = 11 is also known. (Commutative property of addition.) 1). (MP1)
To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2. Use properties of operations to recognize equivalent forms of equations.
2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (CCSS: (MP7)
1.OA.B.3)
Inquiry Questions:
4. Understand subtraction as an unknown-addend problem. For example,
1. How could you explain why 3 + 8 and 8 + 3 both equal 11?
subtract 10 − 8 by finding the number that makes 10 when added to 8.
2. How can you use the number line to show how you might use adding OR
(CCSS: 1.OA.B.4)
subtracting to solve the same problem?
2. In previous grades, students model and describe addition as putting
together and adding to, and subtraction as taking apart and taking from,
using objects or drawings.
3. In Grade 1, this expectation connects with representing and solving
problems involving addition and subtraction and with adding and
subtracting within 20.
4. In future grades, students use place value understanding and properties of
operations to add and subtract within larger number ranges, then to
perform multi-digit arithmetic. Later, students use these concepts to build
fractions from unit fractions, and to apply and extend their understandings
of arithmetic to algebraic expressions.
First Grade, Standard 2. Algebra and Functions 2020 Colorado Academic Standards MA.1.OA.B
MA.1.OA.B
MATHEMATICS
Prepared Graduates:
1.OA.C. Operations & Algebraic Thinking: Add and subtract within 20.

5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 1. Use multiple strategies to think about problems and see how the quantities
2). (CCSS: 1.OA.C.5) involved support the use of some strategies over others. (Entrepreneurial
6. Add and subtract within 20, demonstrating fluency for addition and Skills: Critical Thinking/Problem Solving)
subtraction within 10. Use strategies such as counting on; making ten (e.g., 2. Make use of the structure of numbers when making tens or when creating
8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a equivalent but easier or known sums. (MP7)
ten (e.g., 13 − 4 = 13 − 3 − 1 = 10 − 1 = 9); using the relationship
Inquiry Questions:
between addition and subtraction (e.g., knowing that 8 + 4 = 12, one
1. Which would you prefer when adding 4 + 7: starting with 7 and counting
knows 12 − 8 = 4); and creating equivalent but easier or known sums (e.g.,
up 4 or starting with 4 and counting up 7? Why?
adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
2. Why does knowing doubles like 4 + 4 or 5 + 5 help when adding 4 + 5?
(CCSS: 1.OA.C.6)
3. How does counting on to add and subtract within 20 make it easier to use
fingers even though we have only 10 fingers?
2. In kindergarten, students understand the relationship between numbers
and quantities and connect counting to cardinality.
3. In Grade 1, this expectation connects with place value understanding,
properties of addition and subtraction, the relationship between addition
and subtraction, and with representing and solving problems involving
addition and subtraction.
4. In Grade 2, students fluently add and subtract within 20 using mental
strategies and know from memory all sums of two one-digit numbers.
First Grade, Standard 2. Algebra and Functions 2020 Colorado Academic Standards MA.1.OA.C
MA.1.OA.C
MATHEMATICS
Prepared Graduates:
1.OA.D. Operations & Algebraic Thinking: Work with addition and subtraction equations.

7. Understand the meaning of the equal sign, and determine if equations 1. Make sense of quantities and their relationships in problem situations.
involving addition and subtraction are true or false. For example, which of (MP2)
the following equations are true and which are false? 6 = 6, 7 = 8 − 1, 5 + 2. Question assumptions about the meaning of the equals sign and construct
2 = 2 + 5, 4 + 1 = 5 + 2. (CCSS: 1.OA.D.7) viable arguments. (MP3)
8. Determine the unknown whole number in an addition or subtraction
Inquiry Questions:
equation relating three whole numbers. For example, determine the
1. What does it mean for two sides of an equation to be “equal”? How can 2 +
unknown number that makes the equation true in each of the equations
3 “equal” 5?
8+? = 11, 5 = _ − 3, 6 + 6 = _. (CCSS: 1.OA.D.8)
2. (Given 4 = 4 If you add 2 more to the 4 on the right, how many do you
need to add on the left to make a true statement? How would you write
that as an equation?
2. In kindergarten, students represent addition and subtraction with equations
without needing to understand the meaning of the equal sign.
problems involving addition and subtraction.
4. In Grade 2, students work with equal groups of objects to gain foundations
for multiplication. In Grade 4, students build fractions from unit fractions
and apply addition and subtraction to concepts of angle and angle
measurement.
First Grade, Standard 2. Algebra and Functions 2020 Colorado Academic Standards MA.1.OA.D
MA.1.OA.D
MATHEMATICS
First Grade, Standard 3. Data, Statistics, and Probability
Prepared Graduates:
1.MD.A. Measurement & Data: Measure lengths indirectly and by iterating length units.

1. Order three objects by length; compare the lengths of two objects indirectly 1. Abstract comparisons between lengths using statements like 𝐴𝐴 > 𝐵𝐵. (MP2)
by using a third object. (CCSS: 1.MD.A.1) 2. Use the transitive property to explain if 𝐴𝐴 is longer than 𝐵𝐵, and 𝐵𝐵 is longer
2. Express the length of an object as a whole number of length units, by laying than 𝐶𝐶, then 𝐴𝐴 must be longer than 𝐶𝐶. (MP3)
multiple copies of a shorter object (the length unit) end to end; understand 3. Devise different ways to represent the same data set and discuss the
that the length measurement of an object is the number of same-size strengths and weaknesses of each representation. (MP5)
length units that span it with no gaps or overlaps. Limit to contexts where 4. Consider the endpoints of objects when measuring and making
the object being measured is spanned by a whole number of length units comparisons. (MP6)
with no gaps or overlaps. (CCSS: 1.MD.A.2)
Inquiry Questions:
1. How is it possible for 5 sticks placed end-to-end to be equal in length to 6
sticks placed end-to-end?
2. Which is longer, the total length of two sticks placed end-to-end vertically
or the same two sticks placed end-to-end horizontally?
3. What objects in this classroom are the same length as (or longer than, or
shorter than) your forearm?
2. In kindergarten, students directly compare two objects with a measurable
attribute in common.
3. In Grade 1, this expectation is part of a progression of learning that
develops conceptions of comparison, conservation, seriation, and iteration.
4. In Grade 2, students measure and estimate lengths in standard units.
First Grade, Standard 3. Data, Statistics, and Probability 2020 Colorado Academic Standards MA.1.MD.A
MA.1.MD.A
MATHEMATICS
Prepared Graduates:
1.MD.B. Measurement & Data: Tell and write time.

3. Tell and write time in hours and half-hours using analog and digital clocks. 1. Tell and manage time to be both personally responsible and responsible to
(CCSS: 1.MD.B.3) the needs of others. (Personal Skills: Personal Responsibility)
2. Recognize that time is a quantity that can be measured with different
degrees of precision. (MP6)
Inquiry Questions:
1. How long is two half-hours?
2. If the time is 2:30, where would the minute hand be pointing on an analog
clock?
2. In kindergarten, students are not expected to learn how to tell and write
time.
3. In Grade 2, students tell and write time from analog and digital clocks to the
nearest five minutes.
First Grade, Standard 3. Data, Statistics, and Probability 2020 Colorado Academic Standards MA.1.MD.B
MA.1.MD.B
MATHEMATICS
Prepared Graduates:
1.MD.C. Measurement & Data: Represent and interpret data.

Students Can: 1. How do different representations of data indicate there are more objects in
4. Organize, represent, and interpret data with up to three categories; ask and one category than in another category?
answer questions about the total number of data points, how many in each 2. How can objects be categorized in different ways?
category, and how many more or less are in one category than in another. 3. How can an object’s attributes determine if it does not belong with other
(CCSS: 1.MD.C.4) objects in a group?
Academic Context and Connections Coherence Connections:

Colorado Essential Skills and Mathematical Practices: 2. In kindergarten, students classify objects into given categories, count the
1. Ask and answer questions about categorical data based on representations numbers of objects in each category, and sort the categories by count.
of the data. (MP1) 3. In Grade 1, this expectation supports representing and solving problems
2. Group similar individual objects together and abstract those objects into a involving addition and subtraction, which is major work of the grade.
new conceptual group. (MP2) 4. In Grade 2, students draw a picture graph and a bar graph to represent a
3. Devise different ways to display the same data set then discuss relative data set with up to four categories, and solve put-together, take-apart, and
strengths and weaknesses of each scheme. (MP5) compare problems using the information in a bar graph.
4. Use appropriate labels and units of measure. (MP6)
First Grade, Standard 3. Data, Statistics, and Probability 2020 Colorado Academic Standards MA.1.MD.C
MA.1.MD.C
MATHEMATICS
First Grade, Standard 4. Geometry
Prepared Graduates:
1.G.A. Geometry: Reason with shapes and their attributes.
Evidence Outcomes 2. Sort, classify, build, or draw shapes in terms of defining attributes versus
non-defining attributes. (MP1)
Students Can:
3. Determine how to partition a given circle or rectangle into two and four
1. Distinguish between defining attributes (e.g., triangles are closed and three-
equal shares and describe the whole in terms of equal shares. (MP2)
sided) versus non-defining attributes (e.g., color, orientation, overall size);
4. Justify whether a shape belongs in a given category by differentiating
build and draw shapes to possess defining attributes. (CCSS: 1.G.A.1)
between defining attributes and non-defining attributes. (MP3)
2. Compose two-dimensional shapes (rectangles, squares, trapezoids,
5. Analyze how composite shapes can be formed by, or decomposed into,
triangles, half-circles, and quarter-circles) or three-dimensional shapes
basic shapes. (MP7)
(cubes, right rectangular prisms, right circular cones, and right circular
cylinders) to create a composite shape, and compose new shapes from the Inquiry Questions:
composite shape. (Students do not need to learn formal names, such as 1. Which properties of shapes are most important when you decide if a shape
“right rectangular prisms.”) (CCSS: 1.G.A.2) belongs in a group with other shapes?
3. Partition circles and rectangles into two and four equal shares, describe the 2. What kinds of objects can you find in your school or home that are made up
shares using the words halves, fourths, and quarters, and use the phrases of two or more different shapes being put together?
half of, fourth of, and quarter of. Describe the whole as two of, or four of 3. In how many different ways can you create two or four equal shares in a
the shares. Understand for these examples that decomposing into more rectangle?
equal shares creates smaller shares. (CCSS: 1.G.A.3) Coherence Connections:
Academic Context and Connections 1. This expectation is an addition to the major work of the grade.
2. In kindergarten, students identify, describe, analyze, compare, create, and
Colorado Essential Skills and Mathematical Practices: compose shapes (squares, circles, triangles, rectangles, hexagons, cubes,
1. Demonstrate flexibility, imagination, and inventiveness in composing two- cones, cylinders, and spheres).
dimensional and three-dimensional shapes to create composite shapes. 3. In Grade 2, students recognize and draw shapes having specified attributes
(Entrepreneurial Skills: Informed Risk Taking) and partition circles and rectangles into two, three, or four equal shares. In
Grade 3, students develop understanding of fractions as numbers.
First Grade, Standard 4. Geometry 2020 Colorado Academic Standards MA.1.G.A

MA.1.G.A
MATHEMATICS
Second Grade, Standard 1. Number and Quantity
Prepared Graduates:
2.NBT.A. Number & Operations in Base Ten: Understand place value.

1. Understand that the three digits of a three-digit number represent amounts 1. Abstract 10 ones into a single conceptual object called a ten and abstract
of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 100 ones or 10 tens into a single conceptual object called a hundred. (MP2)
ones. Understand the following as special cases: (CCSS: 2.NBT.A.1) 2. Compose, decompose, and compare three-digit numbers according to their
a. 100 can be thought of as a bundle of ten tens — called a “hundred.” base-ten structure. (MP7)
(CCSS: 2.NBT.A.1.a)
Inquiry Questions:
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to
1. How many hundreds are in the number “four hundred five”? How do you
one, two, three, four, five, six, seven, eight, or nine hundreds (and 0
know? How many tens are in the number "four hundred five? How do you
tens and 0 ones). (CCSS: 2.NBT.A.1.b)
know?
2. Count within 1000; skip-count by 5s, 10s, and 100s. (CCSS: 2.NBT.A.2)
2. How many times do you need to skip count by 5s to count as far as skip
3. Read and write numbers to 1000 using base-ten numerals, number names,
counting by 10s once?
and expanded form. (CCSS: 2.NBT.A.3)
3. How many times do you need to skip count by 10s to count as far as skip
4. Compare two three-digit numbers based on meanings of the hundreds,
counting by 100 once?
tens, and ones digits, using >, =, and < symbols to record the results of
4. Why is any two-digit number that starts with 5 always larger than a two-
comparisons. (CCSS: 2.NBT.A.4)
digit number that starts with 3?
2. In Grade 1, students understand place value for two-digit numbers.
3. In Grade 2, this expectation connects with using place value understanding
and properties of operations to add and subtract and with working with
equal groups of objects to gain foundations for multiplication.
4. In Grade 3, students use place value understanding and properties of
operations to perform multi-digit arithmetic.
Second Grade, Standard 1. Number and Quantity 2020 Colorado Academic Standards MA.2.NBT.A
MA.2.NBT.A
MATHEMATICS
Second Grade, Standard 1. Number and Quantity
Prepared Graduates:
2.NBT.B. Number & Operations in Base Ten: Use place value understanding and properties of operations to add and subtract.

5. Fluently add and subtract within 100 using strategies based on place value, 1. Relate concrete or mental strategies for adding and subtracting within 100
properties of operations, and/or the relationship between addition and to a written method. (Entrepreneurial Skills: Critical Thinking/Problem
subtraction. (CCSS: 2.NBT.B.5) Solving)
6. Add up to four two-digit numbers using strategies based on place value and 2. Make sense of place value by modeling quantities with drawings or
properties of operations. (CCSS: 2.NBT.B.6) equations. (MP1)
7. Add and subtract within 1000, using concrete models or drawings and 3. Use the base-ten structure to add and subtract, composing and
strategies based on place value, properties of operations, and/or the decomposing ones, tens, and hundreds as necessary. (MP7)
relationship between addition and subtraction; relate the strategy to a
Inquiry Questions:
written method. Understand that in adding or subtracting three-digit
1. Why might it be helpful to view subtraction as an unknown addend
numbers, one adds or subtracts hundreds and hundreds, tens and tens,
problem? (e.g., 278+? = 425)
ones and ones; and sometimes it is necessary to compose or decompose
2. How might you rewrite 38 + 47 + 93 + 62 to make it easier to solve? How
tens or hundreds. (CCSS: 2.NBT.B.7)
do you know it is OK to rewrite it?
8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract
10 or 100 from a given number 100–900. (CCSS: 2.NBT.B.8) Coherence Connections:
9. Explain why addition and subtraction strategies work, using place value and 1. This expectation represents major work of the grade.
the properties of operations. (Explanations may be supported by drawings 2. In Grade 1, students use place value and properties of operations to make
or objects.) (CCSS: 2.NBT.B.9) sense of the relationship between addition and subtraction.
problems involving addition and subtraction and fluently adding and
operations to perform multi-digit arithmetic, including fluently adding and
Second Grade, Standard 1. Number and Quantity 2020 Colorado Academic Standards MA.2.NBT.B
MA.2.NBT.B
MATHEMATICS
Second Grade, Standard 2. Algebra and Functions
Prepared Graduates:
2.OA.A. Operations & Algebraic Thinking: Represent and solve problems involving addition and subtraction.

1. Use addition and subtraction within 100 to solve one- and two-step word 1. Decontextualize word problems, use mathematics to solve, and then
problems involving situations of adding to, taking from, putting together, recontextualize to provide the answer in context. (MP2)
taking apart, and comparing, with unknowns in all positions, e.g., by using 2. Represent situations in word problems using drawings and equations with
drawings and equations with a symbol for the unknown number to symbols for unknown numbers. (MP4)
represent the problem. (see Appendix, Table 1) (CCSS: 2.OA.A.1)
Inquiry Questions:
1. (Given a word problem) What is the unknown quantity in this problem?
2. (Given an addition or subtraction problem) How might you use a model to
represent this problem?
3. Does the word “more” in a word problem always mean that you will use
addition to solve the problem? Why or why not?
1. This expectation represents the major work of the grade.
operations to represent and solve problems involving addition and
subtraction.
3. This expectation connects with other ideas in Grade 2: (a) using place value
understanding and properties of operations to add and subtract, (b) relating
addition and subtraction to length, (c) working with time and money, and
(d) representing and interpreting data.
4. In Grade 3, students solve problems involving the four operations and
identify and explain patterns in arithmetic.
Second Grade, Standard 2. Algebra and Functions 2020 Colorado Academic Standards MA.2.OA.A
MA.2.OA.A
MATHEMATICS
Prepared Graduates:
2.OA.B. Operations & Algebraic Thinking: Add and subtract within 20.

2. Fluently add and subtract within 20 using mental strategies. (See 1.OA.C.6 1. Recognize those problems that can be solved mentally versus those that
for a list of strategies.) By end of Grade 2, know from memory all sums of require the use of objects, diagrams, or equations. (MP5)
two one-digit numbers. (CCSS: 2.OA.B.2) 2. Add and subtract within 20 quickly, accurately, and flexibly. (MP6)
Inquiry Questions:
1. How can you use addition and subtraction facts you know to quickly
determine facts that you don’t know?
2. Why do you think it is important to know your addition and subtraction
facts?
2. In Grade 1, students use objects and drawings to add and subtract within
20 in preparation for fluency with mental strategies in Grade 2.
3. In Grade 2, this expectation connects with using place value understanding
and properties of operations to add and subtract within 1000 and fluently
add and subtract within 100.
Second Grade, Standard 2. Algebra and Functions 2020 Colorado Academic Standards MA.2.OA.B
MA.2.OA.B
MATHEMATICS
Prepared Graduates:
2.OA.C. Operations & Algebraic Thinking: Work with equal groups of objects to gain foundations for multiplication.

3. Determine whether a group of objects (up to 20) has an odd or even 1. Explore the arrangement of objects and how some arrangements afford
number of members, e.g., by pairing objects or counting them by 2s; write mathematical power to solve problems. (Entrepreneurial Skills:
an equation to express an even number as a sum of two equal addends. Creativity/Innovation)
(CCSS: 2.OA.C.3) 2. Reason about what it means for numbers to be even and odd. (MP2)
4. Use addition to find the total number of objects arranged in rectangular 3. Explain why a group of objects is even or odd and if a strategy for deciding
arrays with up to 5 rows and up to 5 columns; write an equation to express works with any group of objects. (MP3)
the total as a sum of equal addends. (CCSS: 2.OA.C.4)
Inquiry Questions:
1. What does it mean for a number to be even?
2. Do two equal addends always result in an even sum? Why or why not?
2. In Grade 1, students work with addition and subtraction equations.
3. In Grade 2, this expectation connects with understanding place value for
three-digit numbers.
4. In Grade 3, students solve problems involving the four operations and
identify and explain patterns in arithmetic.
Second Grade, Standard 2. Algebra and Functions 2020 Colorado Academic Standards MA.2.OA.C
MA.2.OA.C
MATHEMATICS
Second Grade, Standard 3. Data, Statistics, and Probability
Prepared Graduates:
2.MD.A. Measurement & Data: Measure and estimate lengths in standard units.

1. Measure the length of an object by selecting and using appropriate tools 1. Consider the correctness of another students’ measurement in which they
such as rulers, yardsticks, meter sticks, and measuring tapes. (CCSS: lined up three large and four small blocks and claimed a path was “seven
2.MD.A.1) blocks long.” (MP3)
2. Measure the length of an object twice, using length units of different 2. Choose between different measurement tools depending on the objects
lengths for the two measurements; describe how the two measurements they need to measure. (MP5)
relate to the size of the unit chosen. (CCSS: 2.MD.A.2) 3. Determine when it is appropriate to estimate an object’s length or when a
3. Estimate lengths using units of inches, feet, centimeters, and meters. (CCSS: more precise measurement is needed. (MP6)
2.MD.A.3)
Inquiry Questions:
4. Measure to determine how much longer one object is than another,
1. What do the numbers on a ruler represent?
expressing the length difference in terms of a standard length unit. (CCSS:
2. What is the more appropriate tool for measuring the length of your school
2.MD.A.4)
hallway, a 1-foot ruler or a 25-foot measuring tape?
3. When is it appropriate to estimate length? When is it not appropriate?
2. In Grade 1, students measure lengths indirectly and by iterating length
units.
3. In Grade 2, this expectation connects with relating addition and subtraction
to length and with representing and interpreting data.
4. In Grade 3, students (a) develop understanding of fractions as numbers, (b)
solve problems involving measurement and estimation of intervals of time,
liquid volumes, and masses of objects, and (c) use concepts of area and
relate area to multiplication and to addition.
Second Grade, Standard 3. Data, Statistics, and Probability 2020 Colorado Academic Standards MA.2.MD.A
MA.2.MD.A
MATHEMATICS
Prepared Graduates:
2.MD.B. Measurement & Data: Relate addition and subtraction to length.

5. Use addition and subtraction within 100 to solve word problems involving 1. Recognize problems involving lengths and identify possible solutions.
lengths that are given in the same units, e.g., by using drawings (such as (Entrepreneurial Skills: Critical Thinking/Problem Solving)
drawings of rulers) and equations with a symbol for the unknown number 2. Build on experiences with measurement tools to understand number lines
to represent the problem. (CCSS: 2.MD.B.5) as a more abstract tool for working with quantities. (MP2)
6. Represent whole numbers as lengths from 0 on a number line diagram with 3. Use mathematical representations, like drawings and equations, to model
equally spaced points corresponding to the numbers 0,1,2, …, and scenarios described in word problems. (MP4)
represent whole-number sums and differences within 100 on a number line
Inquiry Questions:
diagram. (CCSS: 2.MD.B.6)
1. When might it be necessary to measure parts of objects and then combine
those parts together?
2. How is a number line like a ruler?
2. In Grade 1, students add and subtract within 20 and express the length of
an object as a whole number of length units.
3. In Grade 2, this expectation connects with measuring and estimating
lengths in standard units and with representing and interpreting data.
4. In Grade 3, students develop an understanding of a fraction as a number on
a number line.
Second Grade, Standard 3. Data, Statistics, and Probability 2020 Colorado Academic Standards MA.2.MD.B
MA.2.MD.B
MATHEMATICS
Prepared Graduates:
2.MD.C. Measurement & Data: Work with time and money.

7. Tell and write time from analog and digital clocks to the nearest five 1. Tell and manage time to be both personally responsible and responsible to
minutes, using a.m. and p.m. (CCSS: 2.MD.C.7) the needs of others. (Personal Skills: Personal Responsibility)
8. Solve word problems involving dollar bills, quarters, dimes, nickels, and 2. Make sense of word problems involving money. (MP1)
pennies, using $ and ¢ symbols appropriately. Example: If you have two 3. Recognize that time is a quantity that can be measured with different
dimes and three pennies, how many cents do you have? (CCSS: 2.MD.C.8) degrees of precision. (MP6)
Inquiry Questions:
1. If the time is 2:25, where would the minute hand be pointing on an analog
clock?
2. Does the size of a coin indicate the value of the coin?
3. How is money like our base-ten number system, where it takes ten of one
unit to make the next unit (ten ones makes a ten, ten tens make a
hundred)? In what ways is it different?
2. In Grade 1, students tell and write time in hours and half-hours using analog
and digital clocks.
problems involving addition and subtraction.
4. In Grade 3, students tell and write time to the nearest minute and measure
time intervals in minutes.
Second Grade, Standard 3. Data, Statistics, and Probability 2020 Colorado Academic Standards MA.2.MD.C
MA.2.MD.C
MATHEMATICS
Prepared Graduates:
2.MD.D. Measurement & Data: Represent and interpret data.

Students Can: 1. How is organizing objects by length measurements, rounded to the nearest
9. Generate measurement data by measuring lengths of several objects to the unit, similar to and different from organizing objects by categories?
nearest whole unit, or by making repeated measurements of the same 2. (Given a bar graph representation of up to four categories of animals) How
object. Show the measurements by making a line plot, where the horizontal many more birds are there than hippos? How many more giraffes would
scale is marked off in whole-number units. (CCSS: 2.MD.D.9) there need to be in order for the number of giraffes to equal the number of
10. Draw a picture graph and a bar graph (with single-unit scale) to represent a elephants?
data set with up to four categories. Solve simple put-together, take-apart, Coherence Connections:
and compare problems (see Appendix, Table 1) using information presented 1. This expectation supports the major work of the grade.
in a bar graph. (CCSS: 2.MD.D.10) 2. In Grade 1, students organize, represent, and interpret data with up to
Academic Context and Connections three categories and compare how many more or less are in one category
than another.
Colorado Essential Skills and Mathematical Practices: 3. In Grade 2, this expectation connects with representing and solving
1. Organize objects according to measures or categories to help make sense of problems involving addition and subtraction and with relating addition and
problems. (MP1) subtraction to length.
2. Organize measurement and categorical data into categories based on size 4. In Grade 3, students draw a scaled picture graph and a scaled bar graph to
or type so comparisons can be made between categories instead of represent a data set with several categories.
between individual objects. (MP2)
3. Discuss ways in which bar graph orientation (horizontal or vertical), order,
thickness, spacing, shading, colors, etc. make the graphs easier or more
difficult to interpret. (MP5)
Second Grade, Standard 3. Data, Statistics, and Probability 2020 Colorado Academic Standards MA.2.MD.D
MA.2.MD.D
MATHEMATICS
Second Grade, Standard 4. Geometry
Prepared Graduates:
2.G.A. Geometry: Reason with shapes and their attributes.

1. Recognize and draw shapes having specified attributes, such as a given 1. Demonstrate flexibility, imagination, and inventiveness in drawing shapes
number of angles or a given number of equal faces. (Sizes are compared having specified attributes and in partitioning circles and rectangles into
directly or visually, not compared by measuring.) Identify triangles, equal shares. (Entrepreneurial Skills: Informed Risk Taking)
quadrilaterals, pentagons, hexagons, and cubes. (CCSS: 2.G.A.1) 2. Explore various ways of partitioning shapes into equal shares, such as
2. Partition a rectangle into rows and columns of same-size squares and count different methods for dividing a square into fourths, to understand that
to find the total number of them. (CCSS: 2.G.A.2) each partition, regardless of shape, represents an equal share of the square.
3. Partition circles and rectangles into two, three, or four equal shares, (MP2)
describe the shares using the words halves, thirds, half of, a third of, etc., 3. Engage in spatial structuring by tiling rectangles with rows and columns of
and describe the whole as two halves, three thirds, four fourths. Recognize squares to build understanding of two-dimensional regions. (MP7)
that equal shares of identical wholes need not have the same shape. (CCSS:
Inquiry Questions:
2.G.A.3)
1. How many different triangles can you draw where two of the sides have the
same length?
2. (Given a rectangle) Can you divide this rectangle into three equal parts in
more than one way?
1. This expectation is in addition to the major work of Grade 2.
2. In Grade 1, students reason with shapes and their attributes, distinguish
between defining and non-defining attributes, compose two-dimensional
shapes, and partition circles and rectangles into halves and fourths.
3. In Grade 3, students develop understanding of fractions as numbers, use
concepts of area and relate area to multiplication and to addition, and
understand that shared attributes in different categories of shapes can
define a larger category.
Second Grade, Standard 4. Geometry 2020 Colorado Academic Standards MA.2.G.A

MA.2.G.A
MATHEMATICS
Appendix: Table 1
Common Addition and Subtraction Situations
Result Unknown Change Unknown Start Unknown

Two bunnies sat on the Two bunnies were sitting Some bunnies were sitting
grass. Three more bunnies on the grass. Some more on the grass. Three more
hopped there. How many bunnies hopped there. bunnies hopped there.
bunnies are on the grass Then there were five Then there were five
Add to now? bunnies. How many bunnies. How many
2+3 =? bunnies hopped over to bunnies were on the grass
the first two? before?
2+ ? = 5 ? +3 = 5
Five apples were on the Five apples were on the Some apples were on the
table. I ate two apples. table. I ate some apples. table. I ate two apples.
How many apples are on Then there were three Then there were three
Take from the table now? apples. How many apples apples. How many apples
5 − 2 =? did I eat? were on the table before?
5−? = 3 ? −2 = 3
Total Unknown Addend Unknown Both Addends
Unknown1
Three red apples and two Five apples are on the Grandma has five flowers.
green apples are on the table. Three are red and How many can she put in
table. How many apples the rest are green. How her red vase and how
Put Together/Take
are on the table? many apples are green? many in her blue vase?
Apart2 3+2 =? 3+? = 5, 5 − 3 =? 5 = 0 + 5, 5 = 5 + 0
5 = 1 + 4, 5 = 4 + 1
5 = 2 + 3, 5 = 3 + 2
Difference Unknown Bigger Unknown Smaller Unknown
(“How many more?” (Version with “more”): (Version with “more”):
version): Julie has three more Julie has three more
Lucy has two apples. Julie apples than Lucy. Lucy has apples than Lucy. Julie has
has five apples. How many two apples. How many five apples. How many
more apples does Julie apples does Julie have? apples does Lucy have?
have than Lucy?
(Version with “fewer”): (Version with “fewer”):
Compare3 (“How many fewer?” Lucy has 3 fewer apples Lucy has 3 fewer apples
version): than Julie. Lucy has two than Julie. Julie has five
Lucy has two apples. Julie apples. How many apples apples. How many apples
has five apples. How many does Julie have? does Lucy have?
fewer apples does Lucy 2 + 3 =?, 3 + 2 =? 5 − 3 =?, ? +3 = 5
have than Julie?
2+? = 5, 5 − 2 =?
1
These take apart situations can be used to show all the decompositions of a given number. The associated
equations, which have the total on the left of the equal sign, help children understand that the = sign does not
always mean makes or results in but always does mean is the same number as.
2
Either addend can be unknown, so there are three variations of these problem situations. Both Addends
Unknown is a productive extension of this basic situation, especially for small numbers less than or equal to 10.
3
For the Bigger Unknown or Smaller Unknown situations, one version directs the correct operation (the version
using more for the bigger unknown and using less for the smaller unknown). The other versions are more difficult.
Table adapted from Box 2-4 of Mathematics Learning in Early Childhood, National Research Council (2009, pp. 32,
33).
Appendix: Table 1: Common Addition and Subtraction Situations 2020 Colorado Academic Standards
MATHEMATICS
Appendix: Table 2
Common Multiplication and Division Situations
Unknown Product Group Size Unknown Number of Groups

(“How many in each Unknown
group? Division) (“How many groups?”
Division)
𝟑𝟑 × 𝟔𝟔 =? 𝟑𝟑 ×? = 𝟏𝟏𝟏𝟏 and 𝟏𝟏𝟏𝟏 ÷ 𝟑𝟑 =? ?× 𝟔𝟔 = 𝟏𝟏𝟏𝟏 and 𝟏𝟏𝟏𝟏 ÷ 𝟔𝟔 =?
There are 3 bags with 6 plums If 18 plums are shared equally If 18 plums are to be packed 6
in each bag. How many plums into 3 bags, then how many to a bag, then how many bags
are there in all? plums will be in each bag? are needed?
Equal Measurement example. You Measurement example. You Measurement example. You
Groups need 3 lengths of string, each have 18 inches of string, which have 18 inches of string, which
6 inches long. How much you will cut into 3 equal you will cut into pieces that
string will you need pieces. How long will each are 6 inches long. How many
altogether? piece of string be? pieces of string will you have?
There are 3 rows of apples If 18 apples are arranged into If 18 apples are arranged into
with 6 apples in each row. 3 equal rows, how many equal rows of 6 apples, how
How many apples are there? apples will be in each row? many rows will there be?
Arrays4,
Area example. What is the Area example. A rectangle has Area example. A rectangle has
Area5 area of a 3 cm by 6 cm area 18 square centimeters. If area 18 square centimeters. If
rectangle? one side is 3 cm long, how one side is 6 cm long, how
long is a side next to it? long is a side next to it?
A blue hat costs $6. A red had A red hat costs $18 and that is A red hat costs $18 and a blue
costs 3 times as much as the 3 times as much as a blue hat hat costs $6. How many times
blue hat. How much does the costs. How much does a blue as much does the red hat cost
red hat cost? hat cost? as the blue hat?
Measurement example. A Measurement example. A Measurement example. A
Compare rubber band is 6 cm long. How rubber band is stretched to be rubber band was 6 cm long at
long will the rubber band be 18 cm long and that is 3 times first. Now it is stretched to be
when it is stretched to be 3 as long as it was at first. How 18 cm long. How many times
times as long? long as the rubber band at as long is the rubber band now
first? as it was at first.
General 𝑎𝑎 × 𝑏𝑏 =? 𝑎𝑎 ×? = 𝑝𝑝 and 𝑝𝑝 ÷ 𝑎𝑎 =? ?× 𝑏𝑏 = 𝑝𝑝 and 𝑝𝑝 ÷ 𝑏𝑏 =?
4
The language in the array examples shows the easiest form of array problems. A harder form is to use the terms
rows and columns: The apples in the grocery window are in 3 rows and 6 columns. How many apples are in there?
Both forms are valuable.
5
Area involves arrays of squares that have been pushed together so that there are no gaps or overlaps, so array
problems include these especially important measurement situations.
The first examples in each cell are examples of discrete things. These are easier for students and should be given
before the measurement examples.
Appendix: Table 2: Common Multiplication and Division Situations 2020 Colorado Academic Standards
MATHEMATICS
Appendix: Tables 3, 4, and 5: Properties
Table 3. The properties of operations. Here, 𝑎𝑎, 𝑏𝑏, and 𝑐𝑐 stand for arbitrary numbers in a given number system. The
properties of operations apply to the rational number system, the real number system, and the complex number
system.
Associative property of addition (𝑎𝑎 + 𝑏𝑏) + 𝑐𝑐 = 𝑎𝑎 + (𝑏𝑏 + 𝑐𝑐)
Commutative property of addition 𝑎𝑎 + 𝑏𝑏 = 𝑏𝑏 + 𝑎𝑎
Additive identity property of 0 𝑎𝑎 + 0 = 0 + 𝑎𝑎 = 𝑎𝑎
For every 𝑎𝑎 there exists −𝑎𝑎 so that
Existence of additive inverses
𝑎𝑎 + (−𝑎𝑎) = (−𝑎𝑎) + 𝑎𝑎 = 0
Associative property of multiplication (𝑎𝑎 × 𝑏𝑏) × 𝑐𝑐 = 𝑎𝑎 × (𝑏𝑏 × 𝑐𝑐)
Commutative property of multiplication 𝑎𝑎 × 𝑏𝑏 = 𝑏𝑏 × 𝑎𝑎
Multiplicative identity property of 1 𝑎𝑎 × 1 = 1 × 𝑎𝑎 = 𝑎𝑎
1
For every 𝑎𝑎 ≠ 0 there exists so that
𝑎𝑎
Existence of multiplicative inverses 1 1
𝑎𝑎 × = × 𝑎𝑎 = 1
𝑎𝑎 𝑎𝑎
Distributive property of multiplication over addition (𝑏𝑏
𝑎𝑎 × + 𝑐𝑐) = 𝑎𝑎 × 𝑏𝑏 + 𝑎𝑎 × 𝑐𝑐
Table 4. The properties of equality. Here, 𝑎𝑎, 𝑏𝑏, and 𝑐𝑐 stand for arbitrary numbers in the rational, real, or complex
number systems.
Reflexive property of equality 𝑎𝑎 = 𝑎𝑎
Symmetric property of equality If 𝑎𝑎 = 𝑏𝑏, then 𝑏𝑏 = 𝑎𝑎.
Transitive property of equality If 𝑎𝑎 = 𝑏𝑏 and 𝑏𝑏 = 𝑐𝑐, then 𝑎𝑎 = 𝑐𝑐.
Addition property of equality If 𝑎𝑎 = 𝑏𝑏, then 𝑎𝑎 + 𝑐𝑐 = 𝑏𝑏 + 𝑐𝑐.
Subtraction property of equality If 𝑎𝑎 = 𝑏𝑏, then 𝑎𝑎 − 𝑐𝑐 = 𝑏𝑏 − 𝑐𝑐.
Multiplication property of equality If 𝑎𝑎 = 𝑏𝑏, then 𝑎𝑎 × 𝑐𝑐 = 𝑏𝑏 × 𝑐𝑐.
Division property of equality If 𝑎𝑎 = 𝑏𝑏 and 𝑐𝑐 ≠ 0, then 𝑎𝑎 ÷ 𝑐𝑐 = 𝑏𝑏 ÷ 𝑐𝑐.
If 𝑎𝑎 = 𝑏𝑏, then 𝑏𝑏 may be substituted
,Substitution property of equality
for 𝑎𝑎 in any expression containing 𝑎𝑎.
Table 5. The properties of inequality. Here, 𝑎𝑎, 𝑏𝑏, and 𝑐𝑐 stand for arbitrary numbers in the rational or real number
systems.
Exactly one of the following is true: 𝑎𝑎 < 𝑏𝑏, 𝑎𝑎 = 𝑏𝑏, 𝑎𝑎 > 𝑏𝑏.
If 𝑎𝑎 > 𝑏𝑏 and 𝑏𝑏 > 𝑐𝑐 then 𝑎𝑎 > 𝑐𝑐.
If 𝑎𝑎 > 𝑏𝑏, then 𝑏𝑏 < 𝑎𝑎.
If 𝑎𝑎 > 𝑏𝑏, then −𝑎𝑎 < −𝑏𝑏.
If 𝑎𝑎 > 𝑏𝑏, then 𝑎𝑎 ± 𝑐𝑐 > 𝑏𝑏 ± 𝑐𝑐.
If 𝑎𝑎 > 𝑏𝑏 and 𝑐𝑐 > 0, then 𝑎𝑎 × 𝑐𝑐 > 𝑏𝑏 × 𝑐𝑐.
If 𝑎𝑎 > 𝑏𝑏 and 𝑐𝑐 < 0, then 𝑎𝑎 × 𝑐𝑐 < 𝑏𝑏 × 𝑐𝑐.
If 𝑎𝑎 > 𝑏𝑏 and 𝑐𝑐 > 0, then 𝑎𝑎 ÷ 𝑐𝑐 > 𝑏𝑏 ÷ 𝑐𝑐.
If 𝑎𝑎 > 𝑏𝑏 and 𝑐𝑐 < 0, then 𝑎𝑎 ÷ 𝑐𝑐 < 𝑏𝑏 ÷ 𝑐𝑐.
Appendix: Tables 3, 4, and 5: Properties 2020 Colorado Academic Standards

MATHEMATICS
Appendix: Modeling Cycle
Modeling links classroom mathematics and statistics to everyday life, work, and decision making. Modeling is the
process of choosing and using appropriate mathematics and statistics to analyze empirical situations, to
understand them better, and to improve decisions. When making mathematical models, technology is valuable for
varying assumptions, exploring consequences, and comparing predictions with data. Modeling is best interpreted
not as a collection of isolated topics but rather in relation to other standards.
A model can be very simple, such as writing total cost as a product of unit price and number bought, or using a
geometric shape to describe a physical object like a coin. Other situations—modeling a delivery route, a
production schedule, or a comparison of loan amortizations—need more elaborate models that use other tools
from the mathematical sciences. Some examples of situations requiring modeling might include:
• Estimating how much water and food is needed for emergency relief in a devastated city of 3 million
people, and how it might be distributed.
• Planning a table tennis tournament for 7 players at a club with 4 tables, where each player plays against
each other player.
• Designing the layout of the stalls in a school fair so as to raise as much money as possible.
• Analyzing stopping distance for a car.
• Modeling savings account balance, bacterial colony growth, or investment growth.
• Engaging in critical path analysis, e.g., applied to turnaround of an aircraft at an airport.
• Analyzing risk in situations such as extreme sports, pandemics, and financial investments.
• Relating population statistics to individual predictions.
In situations like these, the models devised depend on a number of factors: How precise an answer do we want or
need? What aspects of the situation do we most need to understand, control, or optimize? What resources of time
and tools do we have? The range of models that we can create and analyze is also constrained by the limitations of
our mathematical, statistical, and technical skills, and our ability to recognize significant variables and relationships
among them. Diagrams of various kinds, spreadsheets and other technology, and algebra are powerful tools for
understanding and solving problems drawn from different types of real-world situations.
One of the insights provided by mathematical modeling is that essentially the same mathematical or statistical
structure can sometimes model seemingly different situations. Models can also shed light on the mathematical
structures themselves, for example, as when a model of bacterial growth makes more vivid the explosive growth of
the exponential function.
The basic modeling cycle is summarized in the diagram. It involves (1) identifying variables in the situation and
selecting those that represent essential features, (2) formulating a model by creating and selecting geometric,
graphical, tabular, algebraic, or statistical representations that describe relationships between the variables, (3)
analyzing and performing operations on these relationships to draw conclusions, (4) interpreting the results of the
mathematics in terms of the original situation, (5) validating the conclusions by comparing them with the situation,
and then either improving the model or, if it is acceptable, (6) reporting on the conclusions and the reasoning
behind them. Choices, assumptions, and approximations are present throughout this cycle.
Appendix: Modeling Cycle 2020 Colorado Academic Standards

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Preschool – Second Grade

Mathematics Standards Review and Revision Committee

Michael Brom Ken Jensen

Joyce Rankin (R, Vice Chair) Carla Aguilar, Ph.D.

Jane Goff (D) Donna Goodwin, Ph.D.

Katy Anthes, Ph.D. Raymond Johnson

2020 Colorado Academic Standards Page 3

2020 Colorado Academic Standards Page 4

2020 Colorado Academic Standards Page 5

2020 Colorado Academic Standards Page 6

2020 Colorado Academic Standards Page 7

2020 Colorado Academic Standards Page 8

1. Number and Quantity

2. Algebra and Functions

3. Data Analysis, Statistics, and Probability

Modeling Across the High School Standards

2020 Colorado Academic Standards Page 9

Grade Level Expectation:

Evidence Outcomes Academic Context and Connections

Academic Context and Connections in Mathematics:

2020 Colorado Academic Standards Page 10

Indicators of Progress Examples of High-Quality Teaching and Learning

Indicators of Progress Examples of High-Quality Teaching and Learning

Indicators of Progress Examples of High-Quality Teaching and Learning

Indicators of Progress Examples of High-Quality Teaching and Learning

Indicators of Progress Examples of High-Quality Teaching and Learning

Indicators of Progress Examples of High-Quality Teaching and Learning

Indicators of Progress Examples of Learning/Children May:

Indicators of Progress Examples of Learning/Children May:

Preschool, Standard 4. Geometry 2020 Colorado Academic Standards MA.P.G.A

Indicators of Progress Examples of High-Quality Teaching and Learning

Preschool, Standard 4. Geometry 2020 Colorado Academic Standards MA.P.G.B

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Inquiry Questions:

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Kindergarten, Standard 4. Geometry 2020 Colorado Academic Standards MA.K.G.A

Evidence Outcomes Academic Context and Connections

Kindergarten, Standard 4. Geometry 2020 Colorado Academic Standards MA.K.G.B

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Inquiry Questions:

Academic Context and Connections Coherence Connections:

First Grade, Standard 4. Geometry 2020 Colorado Academic Standards MA.1.G.A

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections