1st Grade Math Curriculum Guide Module 1 2014 2015 · PDF file1st Grade Math Curriculum Guide...

1st Grade Math Curriculum Guide Module 1

2014-2015

Unit Name: Module 1

Start: 8/18/2014 Teaching Days: 24 Test: 9/22/2014 Remediation Days: 4 End: 9/1/2014

Common Core Standards Essential Vocabulary

Background Knowledge/Examples Resources /Sample Lessons/Assessments

1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

skip counting grouping

strategy strategies number sentence doubles ten frames

When solving addition and subtraction problems to 20, First Graders often use counting strategies, such as counting all, counting on, and counting back, before fully developing the essential strategy of using 10 as a benchmark number. Once students have developed counting strategies to solve addition and subtraction problems, it is very important to move students toward strategies that focus on composing and decomposing number using ten as a benchmark number, as discussed in 1.OA.6, particularly since counting becomes a hindrance when working with larger numbers. By the end of First Grade, students are expected to use the strategy of 10 to solve problems. Counting All: Students count all objects to determine the total amount. Counting On & Counting Back: Students hold a “start number” in their head and count on/back from that number

Go Math Guide 101A-101B, 101-104, 153A-153B, 153-156

Bell Ringer: Problem of the Day, TE

Hands on Standards, Common Core

Edition: Lesson 10- Explore Counting On

Pages 44-47; Lesson 11- Explore

Counting Back, pages 48 - 51

Hand2mind.com/hosstudent

The Learning Institute: Quiz Builder

Compass Learning Activities

Math Facts In A Flash

Assessment: Go Math PARCC Test Prep:

Pages: 33-34

Performance Task: Go Math, Student Edition, pages 148 and 180

http://www.hand2mind.com/AboutUs/Brands/Hands-OnStandards/HandsOnStandardsCommonCoreMath/Hands-OnStandardsCommonCorePagesOverview.aspx

Common Core Standards

Essential Vocabulary

Background Knowledge/Examples Resources/Sample Lessons/Assessments

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). skip counting grouping


In First Grade, students learn about and use various strategies to solve addition and subtraction problems. When students repeatedly use strategies that make sense to them, they internalize facts and develop fluency for addition and subtraction within 10. When students are able to demonstrate fluency within 10, they are accurate, efficient, and flexible. First Graders then apply similar strategies for solving problems within 20, building the foundation for fluency to 20 in Second Grade. Developing Fluency for Addition & Subtraction within 10 Example: Two frogs were sitting on a log. 6 more frogs hopped there. How many frogs are sitting on the log now? 35 -36

Go Math Guide 41A-41B, 41-44, 85A-85B, 85-88, 105A-105B, 105-108, 109A-109B, 109-112, 113A-113B, 113-116, 117A-117B, 117-119, 121A-121B, 121-124, 125A-125B, 125-128, 129A-129B, 129-132, 165A-165B, 165-168, 169A-169B, 169-172, 189A-189B, 189-192, 193A-193B, 193-196, 197A-197B, 197-199, 213A-213B, 213-216, 221A-221B, 221-224, 317A-317B, 317-320

TF: NS029 1.OA.06 show equivalent

forms of the same number (up to 20)



Edition: Lesson 7 – Fact Families, pages 32 – 35;

Lesson 10- Explore Counting On

Pages 44-47; Lesson 11- Explore Counting Back,

pages 48 – 51;Lesson 12-Add Doubles, pages 52-55;

Lesson 13- Comparison Subtraction, pages 56 – 59;

Lesson 14 – Connecting Addition and Subtraction,

pages 60 – 63;

Lesson 15, Making 10 to Add or Subtract, pages 64

- 69





Performance Task: Go Math, Student Edition, pages 48,92,148,180,228 and 356


Pages: 35 -36





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

1 See Glossary, Table 1

(A). Add to: Result Unknown Ex. Two bunnies sat on the grass. Three more bunnies hopped there. How many bunnies are on the grass now? 2 + 3 = ? (C). Add to: Start Unknown Ex. Some bunnies were sitting on the grass. Three more bunnies hopped there. Then there were five bunnies. How many bunnies were on the grass before? ? + 3 = 5 [Students should work with in Grade 1 but need not master until Grade 2] (F). Take from: Start Unknown

First grade students extend their experiences in Kindergarten by working with numbers to 20 to solve a new type of problem situation: Compare (See Table 1 at end of document for examples of all problem types). In a Compare situation, two

amounts are compared to find “How many more” or “How many less”.

Go Math Guide 13A-13B, 13-16, 17A-17B, 17-20, 21A-21B, 21-24, 25A- 25B, 25-27, 37A-37B, 37-40, 53A-53B, 53-56, 57A-57B, 57-60, 61A-61B,61-64,65A-65B,65-68, 73A-73B, 73-75, 81A-81B, 81-84, 173A-173B, 173-176,185A-185B, 185- 188, 209A-209B, 209-212


TF: NS018 1.OA.01 apply key words,

such as “in all” in addition and “how many more” in subtraction





Pages: 25-26

Hands – On Standards, Common Core

Edition: Lesson 1, Addition Sentences,

pages 8 – 9; Lesson 2, Subtraction

Sentences, pages 12-15


Performance Task: Go Math, Student Edition, pages 48, 92, 180 and 228


Ex. Some apples were on the table. I ate two apples. Then there were three apples. How many apples were on the table before? ? - 2 = 3 [Students should work with in Grade 1, but need not master until Grade 2.] (G). Put Together/Take Apart: Total Unknown Ex. Three red apples and two green apples are on the table. How many apples are on the table? 3 + 2 = ? combine separate strategy how many in all more less




1.OA.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). (A). Commutative Property equal commutative property for addition

Go Math Guide 29A-29B, 29-32, 33A-33B, 33-36, 97A-97B, 97-100, 133A-133B, 133-136, 137A-137B,137-140







Pages: 29 – 30


Edition: Lesson 4, Associative Property

pages 20 - 23; Lesson 5, Commutative

Property I, pages 24 -27; Lesson 6,

Commutative Property II, pages 28 - 31






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. equal sign addition subtraction number sentence ≠ not equal to = equal to > greater than < less than greater than less than equal to not equal to

Go Math Guide

217A-217B, 217-220 Bell Ringer: Problem of the Day, TE Assessment: Go Math PARCC Test Prep:

Pages: 37 -38 The Learning Institute: Quiz Builder



Performance Task: Go Math, Student Edition, page 228

Unit Name: Module 2




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 (D). Take from: Result Unknown Ex. Five apples were on the table. I ate two apples. How many apples are on the table now? 5 - 2 = ? (E). Take from: Change Unknown Ex. Five apples were on the table. I ate some apples. Then there were three apples. How many apples did I eat? 5 - ? = 3



TF: NS018 1.OA.01 apply key words,

such as “in all” in addition and “how many more” in subtraction The Learning Institute: Quiz Builder




Pages: 25 -26


Edition: Lesson 1, Addition Sentences,

pages 8 – 9; Lesson 2, Subtraction

Sentences, pages 12-15


Performance Task: Go Math, Student Edition, pages 48, 92, 180 and 228





1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. equal commutative property for addition strategies number sentence doubles ten frames compose decompose







Pages: 31 – 32


Edition: Lesson 8, Finding Missing

Addends, pages 36 - 39; Lesson 9, Finding

Missing Subtrahends, pages 40 - 43


Performance Task: Go Math, Student Edition, pages 180





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 = ?. number sentence symbol true false

Go Math Guide 69A-69B, 69-72, 77A-77B, 77-80, 201A-201B, 201-204, 205A-205B,205-208



Pages: 39 - 40





Edition: Lesson 8, Finding Missing

Addends, pages 36 - 39; Lesson 9, Finding

Missing Subtrahends, pages 40 - 43







1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). (B). Subtraction skip counting grouping





Pages: 33-34





Edition: Lesson 10- Explore Counting On

Pages 44-47; Lesson 11- Explore

Counting Back, pages 48 – 51







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). (B). Subtraction skip counting grouping


Go Math Guide 41A-41B, 41-44, 85A-85B, 85-88, 105A-105B, 105-108, 109A-109B, 109-112, 113A-113B, 113-116, 117A-117B,117-119, 121A-121B, 121-124, 125A-125B, 125-128,129A-129B, 129-132, 165A-165B, 165-168, 169A-169B,169-172, 189A-189B, 189-192, 193A-193B, 193-196,197A-197B, 197-199, 213A-213B, 213-216, 221A-221B,221-224, 317A-317B, 317-320


TF: NS029 1.OA.06 show equivalent forms

of the same number (up to 20)ble standards *1/20 available questions End


Pages: 35 -36 The Learning Institute: Quiz Builder



Performance Task: Go Math, Student Edition, pages 48, 148, 180, 228 and 356 Hands on Standards, Common Core

Edition: Lesson 7 – Fact Families, pages 32 – 35;

Lesson 10- Explore Counting On

Pages 44-47; Lesson 11- Explore Counting Back,

pages 48 – 51;Lesson 12-Add Doubles, pages 52-55;

Lesson 13- Comparison Subtraction, pages 56 – 59;

Lesson 14 – Connecting Addition and Subtraction,

pages 60 – 63;

Lesson 15, Making 10 to Add or Subtract, pages 64

- 69

Hand2mind.com/hosstudent Module


Unit Name: Module 3





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. (B). Add to: Change Unknown Ex. Two bunnies were sitting on the grass. Some more bunnies hopped there. Then there were five bunnies. How many bunnies hopped over to the first two? 2 + ? = 5 (H). Put Together/Take Apart: Addend Unknown Ex. Five apples are on the table. Three are red, and the rest are green. How many apples are green? 3 + ? = 5, 5 - 3 = ?



NS018 1.OA.01 apply key words,

such as “in all” in addition and “how

many more” in subtraction





Pages: 25 -26


Performance Task: Go Math, Student Edition,


(I). Put Together/Take Apart: Both Addends Unknown Ex. Grandma has 5 flowers. How many can she put in her red vase and how many in her blue vase? 5 = 0 + 5, 5 = 5 + 0; 5 = 1 + 4, 5 = 4 + 1; 5 = 3 + 2, 5 = 2 + 3 (J). Compare: Difference Unknown Ex. ("How many more?" version): Lucy has two apples. Julie has five apples. How many more apples does Julie have than Lucy? Ex. ("How many fewer?" version): Lucy has two apples. Julie has five apples. How many fewer apples does Lucy have than Julie? 2 + ? = 5, 5 - 2 = ?

combine separate strategy how many in all more less



1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. two-dimensional figure visualize (picture) combining shapes subdividing shapes sides corners faces edges

First Grade students use their beginning knowledge of defining and non-defining attributes of shapes to identify, name, build and draw shapes (including triangles, squares, rectangles, and trapezoids). They understand that defining attributes are always-present features that classify a particular object (e.g., number of sides, angles, etc.). They also understand that nondefining attributes are features that may be present, but do not identify what the shape is called (e.g., color, size, orientation, etc.). Example: All triangles must be closed figures and have 3 sides. These are defining attributes. Triangles can be different colors, sizes and be turned in different directions. These are non-defining attributes.

Go Math Guide 457A-457B, 457-460,473A-473B,473-476, 485A-485B, 485-488, 489A-489B, 489-492


TF: GE004 1.G.01 identify, sort, and

classify shapes by size, number,

and other attributes TF: GE011 1.G.01 describe, classify,

and sort two-and three- dimensional shapes according

to their attributes The Learning Institute: Quiz Builder


Assessment: Go Math PARCC Test

Prep: Pages






1.G.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. (A). 2-D Shapes (B). 3-D Shapes

two-dimensional

figure

visualize

(picture)

combining

shapes

sub-dividing

shapes

sides

corner

faces

edges

Go Math Guide 461A-461B, 461-464, 465A-465B, 465-467, 469A-469B, 469-472, 493A-493B, 493-496, 497A-497B, 497-500, 501A-501b, 501-503, 505A-505B, 505-508, 509A-509B, 509-512


Assessment: Go Math PARCC Test Prep




Performance Task: Go Math, Student Edition




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.

fraction halves whole thirds fourths equal combining subdivide properties

Go Math Guide 513A-513B, 513-516, 517A-517B, 517-520, 521A-521B, 521-524


TF: GE009 1.G.03 identify one-half

and a whole

Assessment: Go Math PARCC Test Prep






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