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Mathematics
 Standard 1.Uses a variety of strategies in the problem-solving process
  Level I [Grade K-2]
   Benchmark 3
Explains to others how she or he went about solving a numerical problem
    Knowledge/skill statement 1
Communicates the steps of a problem–solving process
S(B1I,6;CE,200;ME,118-119;PI,41;S1E,63)
    
Performance expectation(s):
    Solves problems in ways that make sense and explains why these ways make sense, e.g., defends the reasoning, explains the solution (S1)

Communicates mathematical strategies and solutions to others using everyday language and correct mathematic symbols (C)

    
Common Core Reference:
    K.OA.1; 1.NBT.4; 1.NBT.6
K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations , expressions, or equations.

1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used . Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

1.NBT.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 drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used .

    
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
K = Knowledge
S = Skill
P = Performance

1st letter/number of each code in parentheses:
*   McREL Report
2   Project 2061: Benchmarks for Science Literacy
AC   ACT, College Readiness Standards
AD   American Diploma Project
B1   International Baccalaureate: Math, Primary
B2   International Baccalaureate: Math, Middle
B3   International Baccalaureate: Math, High
C   CBE: Standards for Excellence
C3   CBE: Standards for Excellence, end of grade 3
C5   CBE: Standards for Excellence, end of grade 5
CB   College Board: College Board Standards for College Success: Mathematics and Statistics
CO   CDE: Building Blocks to Colorado’s Content Standards
D   Department of Defense: Prekindergarten Mathematics
HS   Head Start: Child Outcomes Framework
M   NCTM: Principles & Standards for School Mathematics
MA   MDE (Massachusetts): Early Childhood Standards
N4   NAEP: Released items for grade 4 (2003)
N8   NAEP: Released items for grade 8 (2003)
P   NAEP: Mathematics Assessment Framework
PS   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
S1   New Standards: Elementary School
S2   New Standards: Middle School
S3   New Standards: High School
T   TEA: Texas Prekindergarten Curriculum Guidelines
T1   TIMSS: Population 1 assessed grade 4 (released 1998)
T2   TIMSS: Population 2 assessed grade 8 (released 1998)
T3   TIMSS: Final Year assessed grade 12 (released 1998)
U   Understanding University Success: A Report from Standards for Success
UK   United Kingdom: Desirable Outcomes for Children’s Learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document