Bridges Competencies & Experiences
Bridges is designed to enable students to achieve competency in specific areas by year-end while at the same time providing experiences that expose them to areas that will be mastered in subsequent years. The Competencies and Experiences outlined below capture this integrated plan across grades K-5. For details select View from the table below or download documents by Grades K-2 or Grades 3-5.
See also Scope and Sequence documents K-5 summary / NCTM strands and K-5 by month.
| Subject Area | Grades K-2 | Grades 3-5 |
| Number Sense and Numeration | View | View |
| Computation | View | View |
| Algebraic Thinking | View | View |
| Data Analysis and Probability | View | View |
| Measurement | View | View |
| Geometry | View | View |
| K-2 Computation | ||
| Kindergarten | First Grade | Second Grade |
| COMPETENCIES | ||
| Solve story/picture problems involving addition, subtraction, multiplication, or division for quantities under 10 with manipulatives and/or drawings. (e.g., 3 ladybugs each have 2 antennae. How many antennae in all? “Six!”) | Solve addition and subtraction story problems with objects/drawings and numbers. | Solve addition and subtraction story problems with number sentences. |
| Solve multiplication and division story problems with objects/drawings. | Solve multiplication and division story problems with drawings and symbols. (e.g., There were 4 kids who each got 11 presents. How many presents in all?) | |
| Solve addition and subtraction problems to 20, using a variety of strategies, including forward and backward counting, counting on, working from known facts (5 + 6 = 11 because 5 + 5 = 10), and inverse relationships (10 – 5 = 5 because 5 + 5 = 10). | Quickly €gure addition and subtraction combinations to 20, using a variety of strategies. | |
| Use at least 1 efficient mental and/or paper/pencil method for adding any 2 double-digit numbers. | ||
| Work with double-digit subtraction, using manipulatives and pictures. Start to develop some efficient mental and/or paper/pencil strategies. | ||
| Check solutions for accuracy. | ||
| EXPERIENCES | ||
| Invent ways to represent addition and subtraction story problems using objects, pictures, and symbols. (e.g., There are 4 frogs in the pond. 2 more jump in. How many in all?) | Invent ways to represent multiplication and division story problems using pictures and symbols. (e.g., There are 12 ears sticking out from under the covers. How many teddy bears are hiding?) | Work with multiplication and division symbols. |
| Begin to solve double-digit addition problems (e.g., 35 = 27 is 62 because 30 + 20 is 50—51, 52, 53, 54, 55, 56, 57, 58, 59, 60, 61, 62). | Work with multiplication facts for 0’s, 1’s, 2’s, 5’s, and 10's | |