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