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Deeper Learning Competencies
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Critical Thinking & Problem Solving
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- I can solve simple addition and subtraction story problems within 20 by using objects or drawings and matching my answer to the story (adding to, taking from, or comparing)
- I can explain my thinking with a labeled drawing and the equation with a symbol for the unknown, with support when needed.
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- I can solve word problems within 20 using strategies like counting on or making 10, and I can show my work with drawings and equations
- I can choose an approach, check that my answer makes sense in the story, and explain my strategy to a partner.
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- I can solve multi-step addition/subtraction story problems within 20 by using making 10, decomposing to a ten, or the relationship between addition and subtraction
- I can represent the unknown in an equation, use objects/drawings as evidence, and explain how I know my answer is correct using words, numbers, and models.
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- I can efficiently solve varied word problems within 20 (adding to, taking from, putting together, taking apart, and comparing) and choose the best strategy (counting on, making 10, decomposing, or using known facts)
- I can verify using the inverse relationship or a second representation, and I can clearly justify my reasoning in writing or spoken explanation with little/no teacher support.
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Deeper Learning Competencies
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Effective Communication
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- I can use drawings, objects, or numbers to show my thinking for a simple classroom story problem with help, and I can say one strategy I used (like counting on or making 10) in partner talk or a teacher-scribed reflection.
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- I can explain how I solved a classroom word problem within 20 by showing an equation and a drawing, and I can tell what my strategy did (for example, making 10 or counting on) and what I checked to make sure it made sense.
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- I can communicate my reasoning clearly for word problems by using appropriate models (objects, drawings, and number sentences with an unknown symbol when needed) and by describing the steps of my strategy (like decomposing to a ten or using the relationship between addition and subtraction).
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- I can guide others through my thinking during the Problem-Solving Celebration Path by explaining my strategy, representing the situation with correct equations/evidence, and responding to critique by improving my solution or reflection using math language (how many more/less, how many in all, or within 20 fluency).
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Deeper Learning Competencies
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Collaboration
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- I can work with a partner to take turns collecting and sorting classmates’ favorite responses into categories, and I can share my part using drawings or pointing
- I listen to my partner’s ideas and follow the group plan with reminders from the teacher.
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- I can collaborate with my partner and group by choosing where to place data (up to three categories) and explaining how we counted it, using ones and tens or picture-graph marks I helped make
- I can respectfully agree or make a small change when my partner shows a better way, with teacher support as needed.
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- I can collaborate independently to solve a simple classroom story problem from our data using objects, drawings, and an equation with a symbol for the unknown, and I can tell how my strategy works (like counting on or making 10)
- I can explain my thinking to my partner, ask questions to understand theirs, and revise our solution together after feedback.
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- I can lead collaboration in the group by organizing our data and coordinating our graph/chart work (total, how many in each category, and how many more/less) and making sure everyone contributes and is heard
- I can connect our math evidence to the real classroom problem in my explanation, help my partner check our reasoning, and improve the final design after critique without needing help.
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Deeper Learning Competencies
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Academic Mindset
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- I can name a math idea I used during a Data Detectives task (like counting on or making 10) and tell how I felt while I worked, using words or a sticky note.
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- I can try a strategy when a math problem feels challenging, ask for help or a second look (drawing, objects, or partner talk), and explain what I learned from the struggle.
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- I can revise my work after feedback by comparing my strategy to what the problem asks (e.g., add, take away, or put together) and choosing a better approach using math tools and drawings.
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- I can independently persist through a challenging problem, clearly describe the strategy I chose and why it worked (including using known facts like making 10 or the add/subtract relationship), and set a specific goal for what I will do next time.
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Deeper Learning Competencies
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Self Directed Learning
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- I can use teacher/modeling and my own drawings or objects to solve simple math problems from our Data Detectives Launch Lab within 20, and I can show my thinking when I get stuck.
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- I can choose a strategy from what we practiced (like counting on or making 10) to solve addition/subtraction and data questions from our classroom stories, and I can revise my work after feedback.
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- I can independently plan how to solve a real classroom problem using equations with a symbol for the unknown or a picture graph/chart, and I can explain what I tried, what went wrong, and what I changed next.
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- I can independently solve multi-step classroom problems using addition/subtraction within 20 and data comparisons, and I can self-check for reasonableness (using drawings/equations/graphs) while setting a clear goal for improving my next strategy.
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