Below are skills needed, with links to resources to help with that skill. We also encourage plenty of exercises and book work. Curriculum Home

Important: this is a guide only.
Check with your local education authority to find out their requirements.

☐ Skip count to 100 by 2's, 5's, 10's
☐ Count back from 100 by 1's, 5's, 10's using a number chart
☐ Skip count by 3's to 36 for multiplication readiness
☐ Skip count by 4's to 48 for multiplication readiness
☐ Name the number before and the number after a given number, and name the number(s) between two given numbers up to 100 (with and without the use of a number line or a hundreds chart)
☐ Skip count by 3's to 99
☐ Skip count by 4's to 100
☐ Use zero as the identity element for addition
☐ Determine sums of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one)
☐ Use a variety of strategies to solve addition problems using one and two-digit numbers with and without regrouping
☐ Demonstrate fluency and apply addition facts up to and including 18
☐ Use doubling to add 2-digit numbers
☐ Use compensation to add 2-digit numbers
☐ Understand and use the commutative property of addition
☐ Use a variety of strategies to solve subtraction problems using one and two-digit numbers with and without regrouping
☐ Determine differences of number sentences by various means (e.g., families, related facts, inverse operations)
☐ Demonstrate fluency and apply subtraction facts up to and including 18
☐ Develop readiness for division by using repeated subtraction, dividing objects into groups (fair share)
☐ Read written ordinal terms (first through ninth) and use them to represent ordinal relations
☐ Recognize the meaning of zero in the place value system (zero in the units place or the tens place)
☐ Use concrete materials to justify a number as odd or even
☐ Compare and order numbers to 100
☐ Develop an understanding of the base ten system: 10 ones = 1 ten, 10 tens = 1 hundred, 10 hundreds = 1 thousand
☐ Use a variety of strategies to compose and decompose two-digit numbers
☐ Use and understand verbal ordinal terms
☐ Use non-standard and standard metric units to measure both vertical and horizontal lengths
☐ Select and use standard metric units to estimate measurements
☐ Use a ruler to measure standard metric units
☐ Compare and order objects according to the attribute of length (metric)
☐ Recognize mass as a qualitative measure e.g., Which is heavier? Which is lighter? (Metric units)
☐ Compare and order objects, using 'lighter than' and 'heavier than' (Metric units)
☐ Identify compass direction: North, South, East, West
☐ Use non-standard and standard US units to measure both vertical and horizontal lengths
☐ Select and use standard US units to estimate measurements
☐ Use a ruler to measure standard US units
☐ Compare and order objects according to the attribute of length (US standard)
☐ Recognize mass as a qualitative measure e.g., Which is heavier? Which is lighter? (US standard units)
☐ Compare and order objects, using 'lighter than' and 'heavier than' (US standard units)
☐ Tell time to the half hour and five minutes using both digital and analog clocks
☐ Experiment with slides, flips, and turns to compare two-dimensional shapes
☐ Identify and appropriately name two-dimensional shapes: circle, square, rectangle, and triangle (both regular and irregular)
☐ Compose (put together) and decompose (break apart) two-dimensional shapes
☐ Group objects by like properties
☐ Explore and predict the outcome of slides, flips, and turns of two dimensional shapes
☐ Explore line symmetry
☐ Use the symbols <, >, = (with and without the use of a number line) to compare whole numbers up to 100
☐ Describe and extend increasing or decreasing (+,-) sequences and patterns (numbers or objects up to 100)