Post on 31-Jan-2018
PUBLIC SCHOOLS OF EDISON TOWNSHIP
DIVISION OF CURRICULUM AND INSTRUCTION
ELEMENTARY MATH GRADE 1
Length of Course:
Term
Elective / Required:
Required
Schools:
Elementary
Student Eligibility:
Grade 1
Credit Value:
N / A
Date Approved: October 14, 2013
Elementary Math - Grade 1
TABLE OF CONTENTS
Statement of Purpose 3 Math Overview and Suggested Pacing 4 Matrix Grade 1 5 Unit 1: Numbers to 10 6 Unit 2: Number Bonds 8 Unit 3: Addition Facts to 10 10 Unit 4: Subtraction Facts to 10 13 Unit 5: Shapes and Patterns 16 Unit 6: Ordinal Numbers and Position 18 Unit 7: Numbers to 20 20 Unit 8: Addition and Subtraction Facts to 20 22 Unit 9: Length 25 Unit 10: Weight 27 Unit 11: Picture Graphs and Bar Graphs 29 Unit 12: Numbers to 40 31 Unit 13: Addition and Subtraction to 40 33 Unit 14: Mental Math 36 Unit 15: Calendar and Time 39 Unit 16: Numbers to 120 41 Unit 17: Addition and Subtraction to 100 43
Unit 18: Multiplication and Division 46 Unit 19: Money 48
Elementary Math - Grade 1 3
Statement of Purpose
The Common Core State Standards for Mathematics challenges us to ensure focus and coherence in our mathematics curriculum across all elementary grade levels. This curriculum guide aligns these standards with our resources to ensure high achievement for all students. Coherence is supported by the alignment of the curriculum, instruction, and assessments. The repeated Domains within the CCSSM, progress through the elementary grades to allow for developmentally appropriate attainment of learning outcomes. The CCSS Matrix for each grade level can be referenced for a visual representation of this idea. The curriculum’s suggested pacing allows for the important balance of developing conceptual understanding and procedural skills. Instructional decisions are guided by the use of Board approved resources, problem-based learning, and real-world applications that incorporate technology and 21st Century Skills. Various forms of assessment are used to determine understanding of concepts and mastery of skills. This data is analyzed to inform professional development needs, revision of curriculum, as well as immediate targeted instruction for student needs. Focus is provided by explicitly naming the topics on the Overview page and providing the Unit Objectives/Enduring Understandings, key ideas, and skills on the curriculum pages. Please note, key ideas are separated from the skills by columns, but the students’ learning experiences are not separate. Students develop deeper understandings of mathematical concepts because they spend time thinking like mathematicians and are involved in the Standards for Mathematical Practices. The Standards for Mathematical Practices do not serve the same purpose as the Common Core State Standards and are not organized like them. The Common Core State Standards for Mathematics include these separate eight practices for the mathematics educators to develop these competencies within their students over time. The opportunities for modeling and developing these practices in the classroom arise when the CCSSM uses the term, understand in a standard. Students can gain better understanding of a concept when engaged in these practices as follows. Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
This curriculum guide has been developed to address the rigor in the Common Core State Standards for Mathematics and the relevance in the 21st Century Skills, including technology as a tool for learning and applying new knowledge. Future revisions of this guide will be informed by new understandings of the CCSSM, reflections on instruction, and data collection from pacing and assessments.
Elementary Math - Grade 1 4
Grade 1 Overview and Suggested Pacing
Topic Suggested Pacing (Days)
Chapter 1 Numbers to 10 9-18 days
Chapter 2 Number Bonds 5-10 Days
Chapter 3 Addition Facts to 10 9-18 Days
Chapter 4 Subtraction Facts to 10 10-20 Days
Chapter 5 Shapes and Patterns 16-32 Days
Chapter 6 Ordinal Numbers and Position 7-14 Days
Chapter 7 Numbers to 20 10-20 Days
Chapter 8 Addition and Subtraction Facts to 20 9-18 Days
Chapter 9 Length 10-20 Days
Chapter 10 Weight 9-18 Days
Chapter 11 Picture Graphs and Bar Graphs 8-16 Days
Chapter 12 Numbers to 40 7-14 Days
Chapter 13 Addition and Subtraction Facts to 40 11-22 Days
Chapter 14 Mental Math Strategies 7-14 Days
Chapter 15 Calendar and Time 9-18 Days
Chapter 16 Numbers to 120 11-22 Days
Chapter 17 Addition and Subtraction to 100 8-16 Days
Chapter 18 Multiplication and Division 7-14 Days
Chapter 19 Money 9-18 Days
Elementary Math - Grade 1 5
Common Core State Standards Matrix Grade 1 Ch #
OA 1
OA 2
OA 3
OA 4
OA 5
OA 6
OA 7
OA 8
NBT 1
NBT 2a
NBT 2b
NBT 2C
NBT 3
NBT 4
NBT 5
NBT 6
MD 1
MD 2
MD 3
MD 4
G 1
G 2
G 3
1 X
2 X
3 X X X X X X X X
4 X X X X X X X
5 X X X
6 X
7 X X X
8 X X X X X X X X
9 X X
10 X
11 X X
12 X X X X
13 X X X X X X X X X X X
14 X X X X X X X
15 X
16 X X X X X
17 X X X X X X X
18 X
19 X
Elementary Math - Grade 1 6
Chapter 1 Numbers to 10 Approximate Pacing 9 to 18 days
Objectives/Enduring Understandings
Students will count and compare numbers to 10.
PRIORITY COMMON CORE STATE STANDARDS
Domain Numbers and Operations in Base Ten
Cluster Heading Extending the counting sequence
CCSS#
1.NBT.A1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8)
8.1 All students will develop an understanding of the nature and impact of technology, engineering, technological design and the designed world as they relate to the individual, global society, and the environment.
9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.
Standard
8.1.2.A.5 Demonstrate the ability to navigate in developmentally appropriate virtual environments.
9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
Elementary Math - Grade 1 7
Unwrapped Standards
Key Knowledge Process/Skills/Procedures/Application of Key knowledge
Students will know: -Counting to 10 -Comparing numbers -Making number patterns -Fewer -More -Pattern -Less than -More than
Students will be able to: -Identify 0 to 10 objects. -Recognize and write 0 to 10 in numerals and written form. -Explain the comparison between two sets of numbers using one-to-one correspondence. -Identify the set that has more, fewer, or the same number of objects. -Identify the number that is greater than or less than another number. -Describe and apply ways to make number patterns. -Classify objects in order to compare. -Create different representations of the same number of objects in a set. -Locate and count different types of objects within a mixed set.
Evidence of Learning
Formative Assessment Pre-Test Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games
Summative Assessment Chapter Review/Test Test Prep
Resources
Math in Focus Chapter 1 Everyday Counts Think Central
Elementary Math - Grade 1 8
Chapter 2 Number Bonds Approximate Pacing 5 to 10 days
Objectives/Enduring Understandings
Students will understand that number bonds can be used to show parts and whole.
PRIORITY COMMON CORE STATE STANDARDS
Domain Operations and Algebraic Thinking
Cluster Heading Understand and apply properties of operations and the relationship between addition and subtraction.
CCSS#
1.OA.B3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8)
8.1 All students will develop an understanding of the nature and impact of technology, engineering, technological design and the designed world as they relate to the individual, global society, and the environment.
9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.
Standard
8.1.2.A.5 Demonstrate the ability to navigate in developmentally appropriate virtual environments.
9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.
Elementary Math - Grade 1 9
Unwrapped Standards
Key Knowledge Process/Skills/Procedures/Application of Key knowledge
Students will know: Number bonds can be used to show parts and whole. Part Whole
Students will be able to: Make number bonds using connecting cubes or a math balance. Make different number bonds for numbers 1 to 10. Analyze parts and whole to deduce a missing part. Explain the part-whole relationship of a number using connecting cubes, math balance, or drawing.
Evidence of Learning
Formative Assessment Pre-Test Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games
Summative Assessment Chapter Review/Test Test Prep Cumulative Review for Chapters 1 and 2
Resources
Math in Focus Chapter 2 Everyday Counts Think Central
Elementary Math - Grade 1 10
Chapter 3 Addition Facts to 10 Approximate Pacing 9 to 18 days
Objectives/Enduring Understandings
Students will understand that addition can be used to find how many in all. Students will add by counting on and by using number bonds. Students will construct addition stories from pictures and write addition sentences.
PRIORITY COMMON CORE STATE STANDARDS
Domain Operations and Algebraic Thinking
Cluster Headings Represent and solve problems involving addition and subtraction. Understand and apply properties of operations and the relationship between addition and subtraction. Add and subtract within 20. Work with addition and subtraction equations.
CCSS#
1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
1.OA.B.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (Commutative property of addition). To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition).
1.0A.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.0A.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Elementary Math - Grade 1 11
1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
1.0A.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.
21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8)
8.1 All students will develop an understanding of the nature and impact of technology, engineering, technological design and the designed world as they relate to the individual, global society, and the environment.
9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.
Standard
8.1.2.A.5 Demonstrate the ability to navigate in developmentally appropriate virtual environments.
9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.
Unwrapped Standards
Key Knowledge Process/Skills/Procedures/Application of Key knowledge
Students will know: Equal to (=) Plus (+) Addition Strategies: Part-whole Counting on Draw a diagram Act it out
Students will be able to: Explain how to count on to add to 10 or find how many more Implement the use of number bonds to add in any order, and solve problems. Construct addition sentences based on a picture to solve problems. Produce addition stories based on pictures. Solve read world problems. Analyze parts and wholes to deduce the missing segment. Draw a diagram to solve problems. Use a ten-frame to add. Interpret real-world addition problems to solve using number bonds.
Elementary Math - Grade 1 12
Evidence of Learning
Formative Assessment Pre-Test Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games
Summative Assessment Chapter Review/Test Test Prep
Resources Math in Focus Chapter 3 Every Day Counts Think Central
Elementary Math - Grade 1 13
Chapter 4 Subtraction Facts to 10 Approximate Pacing 10 to 20 days
Objectives/ Enduring Understandings
Students will understand that subtraction can be used to find how many are left.
PRIORITY COMMON CORE STATE STANDARDS
Domain Operations and Algebraic Thinking
Cluster Heading Represent and solve problems involving addition and subtraction Understand and apply properties of operations and the relationship between addition and subtraction Add and subtract within 20 Work with addition and subtraction equations
CCSS#
1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem
1.OA.B.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (Commutative property of addition). To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition).
1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
Elementary Math - Grade 1 14
1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8)
8.1 All students will develop an understanding of the nature and impact of technology, engineering, technological design and the designed world as they relate to the individual, global society, and the environment.
9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.
Standard
8.1.2.A.5 Demonstrate the ability to navigate in developmentally appropriate virtual environments.
9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.
Unwrapped Standards
Key Knowledge Process/Skills/Procedures/Application of Key knowledge
Students will know: Fact Families (Related Facts) True False Strategies: Take-away Count on Count back Guess and Check
Students will be able to: Solve and describe subtraction as the following strategies: take-away, count on, and count back. Implement the use of number bonds to subtract. Use ten-frames to subtract. Solve and construct subtraction sentences with a partner and independently. Produce subtraction stories about a picture. Analyze parts and wholes to solve real-world problems. Recognize and describe the relationship between addition and subtraction sentences. Construct and apply fact families (Related Facts) to solve real-world problems. Identify and explain if number sentences involving addition and subtraction are true or false.
Elementary Math - Grade 1 15
Evidence of Learning
Formative Assessment Pre-Test Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games
Summative Assessment Chapter Review/Test Test Prep Cumulative Review for Chapters 3 and 4
Resources Math in Focus Chapter 4 Every Day Counts Think Central
Elementary Math - Grade 1 16
Chapter 5 Shapes and Patterns Approximate Pacing 16 to 32 days
Unit Objectives/ Enduring Understandings
Students will understand: Explore, identify, and compare plane and solid shapes in patterns and in the real world.
PRIORITY COMMON CORE STATE STANDARDS
Domain Geometry
Cluster Heading Reason with shapes and their attributes.
CCSS# CCS Standard
1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes
1.G.A.2
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
1.G.A.3
Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards
CPI # Cumulative Process Indicator (CPI)
9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.
Elementary Math - Grade 1 17
Unwrapped Standards
Key Knowledge Process/Skills/Procedures/Application of Key knowledge
Students will know: -Exploring plane shapes -Exploring solid shapes -Making pictures and models with shapes -Seeing shapes around us -Making patterns with plane shapes -Making patterns with solid shapes
Students will be able to: -Identify, classify, and describe plane shapes. -Identify and create the same and different shapes. -Divide and describe shapes made into two and four equal parts. -Describe the whole as the sum of its parts. -Understand that dividing a whole into more equal parts creates smaller parts. -Identify, classify, and sort solid shapes. -Compare, combine and separate plane and solid shapes. -Identify plane and solid shapes in real life. -Use plane shapes to identify, extend, and create patterns. -Use solid shapes to identify, extend, and create patterns. -Identify patterns and relationships between shapes and then classify the shapes.
Evidence of Learning
Formative Assessment
Pre-Test Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games
Summative Assessment
Chapter Review/Test Test Prep
Resources
Math in Focus Chapter 5 Every Day Counts Think Central
Elementary Math - Grade 1 18
Chapter 6 Ordinal Numbers and Position
Approximate Pacing 7 to 14 days
Unit Objectives/ Enduring Understandings
Students will understand: Numbers and words can be used to describe order and position.
PRIORITY COMMON CORE STATE STANDARDS
Domain Operations and Algebraic Thinking
Cluster Heading Represent and solve problems involving addition and subtraction.
CCSS# CCS Standard
1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards
CPI # Cumulative Process Indicator (CPI)
9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings.
9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.
Elementary Math - Grade 1 19
Unwrapped Standards
Key Knowledge Process/Skills/Procedures/Application of Key knowledge
Students will know: -Ordinal numbers -Position words
Students will be able to: -Use ordinal numbers. -Use position words to name relative position. -Organize information in order to deduce and identify relationships with regards to position.
Evidence of Learning
Formative Assessment Pre-Test Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games
Summative Assessment Chapter Review/Test Test Prep Cumulative Review for Chapters 5 and 6
Resources
Math in Focus Chapter 6 Every Day Counts Think Central
Elementary Math - Grade 1 20
Chapter 7 Numbers to 20 Approximate Pacing 10 to 20 days
Unit Objectives/ Enduring Understandings
Students will understand: Count, compare, and order numbers to 20.
PRIORITY COMMON CORE STATE STANDARDS
Domain Number and Operations in Base Ten
Cluster Heading Understand place value
CCSS# CCS Standard
1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases
1.NBT.B.2a 10 can be thought of as a bundle of ten ones — called a “ten.”
1.NBT.B.2b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones
1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards
CPI # Cumulative Process Indicator (CPI)
9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.
Elementary Math - Grade 1 21
Unwrapped Standards
Key Knowledge Process/Skills/Procedures/Application of Key knowledge
Students will know: -Counting to 20 -Place Value -Comparing Numbers -Making Patterns and Ordering Numbers
Students will be able to: -Show how to count on from 10 to 20. -Show how to read and write 11 to 20 in numbers and words. -Use a place-value chart to show numbers up to 20. -Show objects up to 20 as tens and ones. -Compare numbers to 20. -List and describe number patterns in terms of number order. -Analyze number patterns and relationships.
Evidence of Learning
Formative Assessment Pre-Test Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games
Summative Assessment Chapter Review/Test Test Prep
Resources Math in Focus Chapter 7 Every Day Counts Think Central
Elementary Math - Grade 1 22
Chapter 8 Addition and Subtraction Facts to 20
Approximate Pacing 9 to 18 days
Unit Objectives/ Enduring Understandings
Students will understand: Different strategies can be used to add and subtract.
PRIORITY COMMON CORE STATE STANDARDS
Domain Operations and Algebraic Thinking
Cluster Heading Represent and solve problems involving addition and subtraction Understand and apply properties of operations and the relationship between addition and subtraction Add and subtract within 20 Work with addition and subtraction equations
CCSS# CCS Standard
1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
1.OA.B.3 Apply properties of operations as strategies to add and subtract.2Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8
1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Elementary Math - Grade 1 23
1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.
21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards
CPI # Cumulative Process Indicator (CPI)
9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings.
9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.
Unwrapped Standards
Key Knowledge Process/Skills/Procedures/Application of Key knowledge
Students will know: -Ways to add -Ways to subtract -Real-world problems: Addition and Subtraction Facts
Students will be able to: -Apply different strategies to add 1- and 2- digit numbers -Solve 1- and 2- digit subtraction problems with and without regrouping -Analyze, organize, and solve puzzles using addition and subtraction
Evidence of Learning
Formative Assessment Pre-Test Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games
Summative Assessment Chapter Review/Test Test Prep
Elementary Math - Grade 1 24
Resources Math in Focus Chapter 8 Every Day Counts Think Central
Elementary Math - Grade 1 25
Chapter 9 Length Approximate Pacing 10 to 20 days
Unit Objectives/ Enduring Understandings
Students will understand: Compare the height and length of things. Measure with non-standard units to find length.
PRIORITY COMMON CORE STATE STANDARDS
Domain Measurement and Data
Math CCSS Measure lengths indirectly and by iterating length units
Cluster Heading CCS Standard
1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards
CPI # Cumulative Process Indicator (CPI)
9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings.
9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.
Elementary Math - Grade 1 26
Unwrapped Standards
Key Knowledge Process/Skills/Procedures/Application of Key knowledge
Students will know: -Comparing two things -Comparing more than two things -Using a start line -Measuring things -Finding lengths in units
Students will be able to: -Compare two lengths using the terms tall/taller, long/longer, and short/shorter -Analyze and compare two lengths by comparing each with a third length and use the terms tallest, longest, and shortest -Implement a common starting point when comparing lengths -Apply the use of non-standard units to measure length and explain using different non-standard units may give different measurements for the same item -Implement the term "unit" to describe length -Solve length measurement in groups of tens and ones -Compare the length of two objects using two different non-standard units
Evidence of Learning
Formative Assessment Pre-Test Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games
Summative Assessment Chapter Review/Test Test Prep Cumulative Review for Chapters 7 to 9 Mid-Year Review
Resources Math in Focus Chapter 9 Every Day Counts Think Central
Elementary Math - Grade 1 27
Chapter 10 Weight Approximate Pacing 9-18 days
Unit Objectives/ Enduring Understanding
Students will understand: Count and Compare numbers to 1,000
PRIORITY COMMON CORE STATE STANDARDS
Domain Operations and Algebraic Thinking
Cluster Heading Work with addition and subtraction equations
CCS STANDARD
1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.
21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards
CPI # Cumulative Process Indicator (CPI)
9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.
Elementary Math - Grade 1 28
Evidence of Learning
Unwrapped Standard
Key Knowledge Process/Skills/Procedures/Application of Key Knowledge
Higher Level Blooms
Students will know: Students will be able to :
Comparing Things -Use base ten blocks to recognize, read, and write numbers to 1,000
Finding the Weight of Things -Count on by 1s, 10s, and 100s to 1,000
Finding Weight in Units -Use base ten blocks and a place value chart to recognize, read, and write numbers to 1,000
-Use the term "unit" when writing the weight of things.
-Explain why there is a difference in measurement when using non-standard units
-Arrange objects according to their weights.
Formative Pre-Test
Teacher Observation
Ticket Out
Classwork
Homework
Problem of the Lesson
Math Games
Summative Chapter Review/ Test
Test Prep
Resources
Math In Focus Chapter 10
Everyday Counts
Elementary Math - Grade 1 29
Unit 11 Picture Graphs and Bar Graphs Approximate Pacing 8-16 days
Unit Objectives/ Enduring Understanding Students will understand: Count and Compare numbers to 1,000
PRIORITY COMMON CORE STATE STANDARDS
Domain Operations and Algebraic Thinking
Cluster Heading Work with addition and subtraction equations
Domain Measurement and Data
Cluster Heading Measure and estimate lengths in standard units
CCSS# CCS STANDARD
1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total
number of data points, how many in each category, and how many more or less are in one category than in another.
21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards
CPI # Cumulative Process Indicator (CPI)
9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.
Elementary Math - Grade 1 30
Evidence of Learning Unwrapped Standard
Key Knowledge Process/Skills/Procedures/Application of Key Knowledge
Higher Level Blooms
Students will know: Students will be able to :
Simple Picture Graphs Picture Graphs
-Use base ten blocks to recognize, read, and write numbers to 1,000.
Tally Charts -Count on by 1s, 10s, and 100s to 1,000.
Bar Graphs -Use base ten blocks and a place value chart to read, and write and represent numbers to 1,000.
-Read and write numbers to 1,000 in standard form, expanded form, and word form.
-Make a tally chart
-Show data in a bar graph.
-Understand data shown in a bar graph
Formative Pre-Test
Teacher Observation
Ticket Out
Classwork
Homework
Problem of the Lesson
Math Games
Summative Chapter Review/ Test
Test Prep
Resources
Math in Focus Chapter 11
Every Day Counts
Think Central
Elementary Math - Grade 1 31
Chapter 12 Numbers to 40 Approximate Pacing 7-14 days
Unit Objectives/ Enduring Understanding Students will understand: Count, compare and order numbers from 1 to 40
PRIORITY COMMON CORE STATE STANDARDS
Domain Numbers and Operations in Base Ten
Cluster Heading Extending counting sequence
Understand place value
CCSS# CCS STANDARD
1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
1.NBT.B.2a 10 can be thought of as a bundle of ten ones — called a “ten.”
1.NBT.B.2c The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards
CPI # Cumulative Process Indicator (CPI)
9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.
Elementary Math - Grade 1 32
Evidence of Learning Unwrapped Standard
Key Knowledge Process/Skills/Procedures/Application of Key Knowledge
Higher Level Blooms
Students will know: Students will be able to :
Counting to 40 Count on from 21 to 40.
Place Value Read and write 21 to 40 in number and words.
Comparing Use a place-value chart to show numbers up to 40.
Ordering Patterns
Show objects up to 40 as tens and ones.
Use a strategy to compare numbers to 40.
Compare numbers to 40.
Order numbers to 40.
Find the missing numbers in a number pattern.
Formative Pre-Test
Teacher Observation
Ticket Out
Classwork
Homework
Problem of the Lesson
Math Games
Summative Chapter Review/ Test
Test Prep
Resources
Math in Focus Chapter 12
Every Day Counts
Elementary Math - Grade 1 33
Chapter 13 Addition and Subtraction to 40 Approximate Pacing 11-22 days
Unit Objectives/ Enduring Understanding Students will understand: Whole numbers can be added and subtracted with or without regrouping
PRIORITY COMMON CORE STATE STANDARDS
Domain Numbers and Operations in Base Ten
Cluster Heading Understand place value
Use place value understanding and properties of operations to add and subtract
Domain Operations and Algebraic Thinking
Cluster Heading Represent and solve problems involving addition and subtraction
Understand and apply properties of operations and the relationship between addition and subtraction
Add and subtract within 20
Work with addition and subtraction equations
CCSS# CCS STANDARD
1.NBT.B.2a 10 can be thought of as a bundle of ten ones — called a “ten.”
1.NBT.B.2c The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
1.NBT.B.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.B.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.
1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Elementary Math - Grade 1 34
1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
1.OA.4 Understand subtraction as an unknown-addend problem.
1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.
21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards
CPI # Cumulative Process Indicator (CPI)
9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.
Elementary Math - Grade 1 35
Evidence of Learning
Unwrapped Standard
Key Knowledge Process/Sills/Procedures/Application of Key Knowledge Higher Level Blooms
Students will know: Students will be able to :
Addition Without Regrouping Add a 2-digit number and 1-digit number without regrouping
Addition with Regrouping Add two 2-digit numbers without regrouping
Subtraction without Regrouping Add a 2-digit number and a 1-digit number with regrouping
Subtraction with Regrouping Subtract a 1-digit number from a 2-digit number without regrouping
Subtract a 2-digit number from another 2-digit number without regrouping
Subtract a 1-digit number from a 2-digit number with regrouping
Adding three numbers Subtract a 2-digit number from another 2-digit number with regrouping
Real World Problems: Addition and Subtraction Solve real world problems
Use related addition and subtraction facts to check the answers to real world problems
Formative Pre-Test
Teacher Observation
Ticket Out
Classwork
Homework
Problem of the Lesson
Math Games
Summative Chapter Review/ Test
Test Prep
Cumulative Review
Resources
Math in Focus Chapter 13
Every Day Counts
Elementary Math - Grade 1 36
Chapter 14 Mental Math Approximate Pacing 7-14 days
Unit Objectives/ Enduring Understanding Students will understand: Number bonds help you to add and subtract mentally
PRIORITY COMMON CORE STATE STANDARDS
Domain Numbers and Operations in Base Ten
Cluster Heading Use place value understanding and properties of operations to add and subtract
Domain Operations and Algebraic Thinking
Cluster Heading Represent and solve problems involving addition and subtraction
Understand and apply properties of operations and the relationship between addition and subtraction
Add and subtract within 20
CCSS# CCS STANDARD
1.NBT.B.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.B.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
1.OA.3 Apply properties of operations as strategies to add and subtract
1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Elementary Math - Grade 1 37
1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.
21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards
CPI # Cumulative Process Indicator (CPI)
9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.
Evidence of Learning
Unwrapped Standard
Key Knowledge Process/Skills/Procedures/Application of Key Knowledge
Higher Level Blooms
Students will know: Students will be able to :
Mental Addition Mentally add 1-digit numbers
Mental Subtraction Mentally add a 1-digit number to a 2-digit number
Mentally add a 2-digit number to tens
Mentally subtract 1-digit numbers
Mentally subtract a 1-digit numbers from a 2-digit number
Mentally subtract tens from a 2 digit number
Elementary Math - Grade 1 38
Formative Pre-Test
Teacher Observation
Ticket Out
Classwork
Homework
Problem of the Lesson
Math Games
Summative Chapter Review/ Test
Test Prep
Resources
Math in Focus Chapter 14
Every Day Counts
Elementary Math - Grade 1 39
Chapter 15 Calendar and Time Approximate Pacing 9-18 days
Unit Objectives/ Enduring Understanding Students will understand: Calendars are used to show days, weeks, and months of a year. Clocks are used to read time of the day.
PRIORITY COMMON CORE STATE STANDARDS
Domain Measurement and Data
Cluster Heading Tell and write time
CCSS# CCS STANDARD
1.MD.3 Tell and write time in hours and half hours using analog and digital clocks
21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards
CPI # Cumulative Process Indicator (CPI)
9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.
Evidence of Learning Unwrapped Standard
Key Knowledge Process/Skills/Procedures/Application of Key Knowledge
Higher Level Blooms
Students will know: Students will be able to :
Using a Calendar Read a calendar
Telling Time to the Hour Know the days of the week and months of the year
Telling Time to the Half Hour Write the date
Know the seasons of the year
Use the term o'clock to tell the time to the hour
Read and show time to the hour on a clock
Read and show time to the hour on a digital clock
Read time to the half hour
Use the term half past
Relate time to daily activities
Read and show time to the hour on a digital clock
Elementary Math - Grade 1 40
Formative Pre-Test
Teacher Observation
Ticket Out
Classwork
Homework
Problem of the Lesson
Math Games
Summative Chapter Review/ Test
Test Prep
Benchmark Assessment
Cumulative Review
Resources
Math in Focus Chapter 15
Every Day Counts
Elementary Math - Grade 1 41
Unit 16 Numbers to 120 Approximate Pacing 11-22 days
Unit Objectives/ Enduring Understanding Students will understand: Counting, comparing, and ordering numbers from 1 to 100
PRIORITY COMMON CORE STATE STANDARDS
Domain Number and Operations in Base Ten
Cluster Heading Extending the counting sequence
Understand place value
Operations and Algebraic Thinking
Add and subtract within 20
CCSS# CCS STANDARD
1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
1.NBT.B.2a 10 can be thought of as a bundle of ten ones — called a “ten.”
1.NBT.B.2c The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards
CPI # Cumulative Process Indicator (CPI)
9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.
Elementary Math - Grade 1 42
Evidence of Learning Unwrapped Standard
Key Knowledge Process/Skills/Procedures/Application of Key Knowledge
Higher Level Blooms
Students will know: Students will be able to :
Counting to 100 Count on from 41 to 100
Counting to 120 Read and write 41 to 100 in numbers and words
Place Value Count on from 101 to 120
Comparing, Ordering and Patterns Read and write 101 to 120 in numbers and words
Use a place value chart to show numbers up to 100
Show objects up to 100 as tens and ones
Use a strategy to compare numbers to 100
Compare numbers to 100
Order numbers to 100
Finding the missing numbers in a number pattern
Compare numbers to 100 using the symbols >, < and =
Formative Pre-Test
Teacher Observation
Ticket Out
Classwork
Homework
Problem of the Lesson
Math Games
Summative Chapter Review/ Test
Test Prep
Resources
Math in Focus Chapter 16
Every Day Counts
Elementary Math - Grade 1 43
Chapter 17 Addition and Subtraction to 100 Approximate Pacing 8-16 days
Unit Objectives/ Enduring Understanding Students will understand: Numbers to 100 can be added and subtracted with and without regrouping
PRIORITY COMMON CORE STATE STANDARDS
Domain Numbers and Operations in Base 10
Cluster Heading Understand place value
Use place value understanding and properties of operations to add and subtract
Domain Operations and Algebraic Thinking
Cluster Heading Understand and apply properties of operations and the relationship between addition and subtraction
Work with addition and subtraction equations
CCSS# CCS STANDARD
1.NBT.B.2a 10 can be thought of as a bundle of ten ones — called a “ten.”
1.NBT.B.2c The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
1.NBT.B.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.B.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.
1.OA.4 Understand subtraction as an unknown-addend problem.
1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.
Elementary Math - Grade 1 44
21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards
CPI # Cumulative Process Indicator (CPI)
9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.
Evidence of Learning
Unwrapped Standard
Key Knowledge Process/Skills/Procedures/Application of Key Knowledge Higher Level Blooms
Students will know: Students will be able to :
Addition without Regrouping Add a 2-digit number and a 1-digit number without regrouping
Addition with Regrouping Add two 2-digit numbers without regrouping
Subtraction without Regrouping Add a 2-digit number and a 1-digit number without regrouping
Subtraction with Regrouping Add two 2-digit numbers without regrouping
Subtract a 1-digit number from a 2-digit number without regrouping
Subtract a 2-digit number from another 2-digit number without regrouping
Subtract a 1-digit number from a 2-digit number with regrouping
Subtract 2-digit numbers with regrouping
Elementary Math - Grade 1 45
Formative Pre-Test
Teacher Observation
Ticket Out
Classwork
Homework
Problem of the Lesson
Math Games
Summative Chapter Review/ Test
Test Prep
Cumulative Review for Chapters 16 and 17
Resources
Math in Focus Chapter 17
Every Day Counts
Elementary Math - Grade 1 46
Chapter 18 Multiplication and Division Approximate Pacing 7-14 days
Unit Objectives/ Enduring Understanding Students will understand: Multiplication is the same as adding equal groups. Dividing is the same as sharing thins equally or putting things into equal groups
PRIORITY COMMON CORE STATE STANDARDS
Domain Geometry
Cluster Heading Reason with shapes and their attributes
CCSS# CCS STANDARD
1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards
CPI # Cumulative Process Indicator (CPI)
9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.
Elementary Math - Grade 1 47
Evidence of Learning Unwrapped Standard
Key Knowledge Process/Skills/Procedures/Application of Key Knowledge
Higher Level Blooms
Students will know: Students will be able to :
Adding the Same Number Use objects or pictures to find the total number of items in groups of the same size
Sharing Equally Relate repeated addition to the concept of multiplication
Finding the Number of Groups Use objects or pictures to find the number of items in each group when sharing equally
Relate sharing equally to the concept of division
Use objects or pictures to show the concept of division as finding the number of equal groups
Formative Pre-Test
Teacher Observation
Ticket Out
Classwork
Homework
Problem of the Lesson
Math Games
Summative Chapter Review/ Test
Test Prep
Resources
Math in Focus Chapter 18
Every Day Counts
Elementary Math - Grade 1 48
Chapter 19 Money Approximate Pacing 9-18 days
Unit Objectives/ Enduring Understanding Students will understand: Penny, nickel, dime and quarter are coins that can be counted and exchanged. Money can be added and subtracted.
PRIORITY COMMON CORE STATE STANDARDS
Domain Operations and Algebraic Thinking
Cluster Heading Work with addition and subtraction equations
CCSS# CCS STANDARD
1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards
CPI # Cumulative Process Indicator (CPI)
9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.
Elementary Math - Grade 1 49
Evidence of Learning Unwrapped Standard
Key Knowledge Process/Skills/Procedures/Application of Key Knowledge
Higher Level Blooms
Students will know: Students will be able to :
Penny, Nickel, Dime and Quarter Recognize and name penny, nickel, and dime
Counting Money Understand that cent sign stands for cents
Adding and Subtracting Money Skip count to find the value of a collection of coins
Exchange a coin for a greater value for a set of coins of equal value
Use different combinations of coins less that $0.25 to buy things
Know and name a quarter
Exchange a quarter for a set of coins of equal value
Count money in cents up to $1 using the 'count on' strategy
Choose the correct value of coins when buying items
Use different combinations of coins to show the same value
Add to find the cost of items
Subtract to find the change
Add and subtract money in cents (up to $1)
Solve real world problems involving addition and subtraction of money
Formative Pre-Test
Teacher Observation
Ticket Out
Classwork
Homework
Problem of the Lesson
Math Games
Summative Chapter Review/ Test
Test Prep
Cumulative Review for Chapters 18 and 19
End of Year Review/Test Prep/ Test
Elementary Math - Grade 1 50
Resources
Math in Focus Chapter 19
Every Day Counts