represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations;

evaluate the validity of a source based on corroboration with other sources and information about the author, including points of view, frames of reference, and historical context; and

develop social communication such as distinguishing between asking and telling.

Measurement

compare the effects of political, economic, and social factors on slaves and free blacks;

describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24;

identify bias and support with historical evidence a point of view on a social studies issue or event.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:

Child recognizes and compares heights or lengths of people or objects.

analyze the impact of slavery on different sections of the United States; and

identify the provisions and compare the effects of congressional conflicts and compromises prior to the Civil War, including the role of John Quincy Adams.

determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product; and

Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

demonstrate phonological awareness by:

Child recognizes and compares capacity based on how much space exists within an object.

Child recognizes and compares weights of objects.

History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

represent real-world relationships using number pairs in a table and verbal descriptions.

create written, oral, and visual presentations of social studies information using effective communication skills, including proper citations and avoiding plagiarism; and

producing a series of rhyming words;

distinguishing between long and short vowel sounds in one-syllable and multi-syllable words;

Child uses language to describe concepts associated with the passing of time within a day.

explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln, and heroes such as congressional Medal of Honor recipients William Carney and Philip Bazaar;

Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties. The student is expected to:

History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to:

use social studies terminology correctly.

recognizing the change in spoken word when a specified phoneme is added, changed, or removed; and

Classification and Patterns

explain the central role of the expansion of slavery in causing sectionalism, disagreement over states' rights, and the Civil War;

classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language;

Social studies skills. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:

describe how individuals, events, and ideas have changed communities, past and present;

manipulating phonemes within base words;

Child sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different.

explain significant events of the Civil War, including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the Emancipation Proclamation; Lee's surrender at Appomattox Court House; and the assassination of Abraham Lincoln; and

use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories;

create a visual representation of historical information such as thematic maps, graphs, and charts; and

identify individuals, including Pierre-Charles L'Enfant, Benjamin Banneker, and Benjamin Franklin, who have helped to shape communities; and

demonstrate and apply phonetic knowledge by:

Child collects data and organizes it in a graphic representation.

analyze Abraham Lincoln's ideas about liberty, equality, union, and government as contained in his first and second inaugural addresses and the Gettysburg Address and contrast them with the ideas contained in Jefferson Davis's inaugural address.

determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row;

pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, and available databases.

describe how individuals, including Daniel Boone, Christopher Columbus, the Founding Fathers, and Juan de Oñate, have contributed to the expansion of existing communities or to the creation of new communities.

decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area; and

History. The student understands common characteristics of communities, past and present. The student is expected to:

decoding words with short, long, or variant vowels, trigraphs, and blends;

Child recognizes, duplicates, extends, and creates patterns.

History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to:

Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.