First Grade Mathematics Pacing Guide Alignment of...

Harrison County Schools 2015-16

First Grade Mathematics Pacing Guide

Alignment of enVision Math 2.0

Topic 1: Solve Addition and Subtraction Problems to 10

Please indicate date taught below:

Core Program Resource: enVision Math 2.0

www.pearsonrealize.com

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. I can solve word problems up to 20.

2. I can recognize what symbol to use in a word problem.

3. I can use objects, number sentences, or drawings to solve a problem.

Resources:

http://www.readtennessee.org/math/teachers/k-

3_common_core_math_standards/first_grade/operations_algebraic_thinking/1oaa1.aspx

http://www.k-5mathteachingresources.com/1st-grade-number-activities.html

https://grade1commoncoremath.wikispaces.hcpss.org/1.OA.1

1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating

to three whole numbers. For example, determine the unknown number that makes the equation

true in each of the equations 8 + ? = 11, - 3, 6 + 6 = .

Timeframe: 9 Days

The pacing guide assumes 1 lesson

per day. Additional time may be

spent on review, remediation, fluency

practice, differentiation, and

assessment as needed.

http://www.pearsonrealize.com/

http://www.readtennessee.org/math/teachers/k-3_common_core_math_standards/first_grade/operations_algebraic_thinking/1oaa1.aspx





1. I can find the value of an unknown in a number sentence.

2. I can find the missing number in an addition or subtraction problem using strategies. (Examples:

fact families or opposite operations)

Resources:




3_common_core_math_standards/first_grade/operations_algebraic_thinking/1oad8.aspx

http://lovemath.org/id14.html

Topic 2: Fluently Add and Subtract Within 10




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

1. I can count forward to help me add.

2. I can count backward to help me subtract.

Timeframe: 10 Days








http://www.readtennessee.org/math/teachers/k-3_common_core_math_standards/first_grade/operations_algebraic_thinking/1oad8.aspx





Resources:



3_common_core_math_standards/first_grade/operations_algebraic_thinking/1oac5.aspx



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 = 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. I can understand and use addition facts up to 10 correctly and promptly.

2. I can understand and use subtraction facts up to 10 correctly and promptly.

3. I can add within 20.

4. I can subtract within 20.

5. I can use strategies to add and subtract within 20.

Resources:







http://www.readtennessee.org/math/teachers/k-3_common_core_math_standards/first_grade/operations_algebraic_thinking/1oac5.aspx










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

= 2 + 10 = 12. (Associative property of addition.)

1. I can use strategies to help me add or subtract.

Resources:


3_common_core_math_standards/first_grade/operations_algebraic_thinking/1oab3.aspx



http://www.orglib.com/1.oa.3-standard-formative-assessment-

viewtestquestions_0d1520c2bb_8521a3a648b6468f8e96c9d0f0e9af01_949.html







Resources:



http://www.readtennessee.org/math/teachers/k-3_common_core_math_standards/first_grade/operations_algebraic_thinking/1oab3.aspx




http://www.orglib.com/1.oa.3-standard-formative-assessment-viewtestquestions_0d1520c2bb_8521a3a648b6468f8e96c9d0f0e9af01_949.html








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.

1. I can use the relationship between addition and subtraction to help me solve a problem.

Resources:












Resources:















Topic 3: Addition Facts to 20: Use Strategies
















Timeframe: 10 Days






















Resources:













Resources:

















Resources:







Topic 4: Subtraction Facts to 20: Use Strategies





Timeframe: 9 Days
































Resources:

















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.

1. I can use the relationship between addition and subtraction to help me solve a problem.

Resources:












Resources:















Topic 5: Work With Addition and Subtraction Equations










Resources:






1.OA.7 Understand the meaning of the equal sign, and determine if equations involving

Timeframe: 7 Days














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. I can understand that equal means the same.

2. I can explain that an equal sign means the values on each side are the same.

3. I can explain that a number sentence is true or false.

Resources:






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. I can solve word problems that add three numbers.

2. I can use objects, drawings, or number sentences to solve a word problem.

Resources:


















Resources:














Resources:














Topic 6: Represent and Interpret Data




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. (Ongoing-All Year)

1. I can understand words like more, less, more than, less than, sort, category, and classify.

2. I can tell about different types of graphs (e.g. bar graphs, pictographs, etc.)

3. I can ask and answer questions about data (e.g. number of data points, more or less,

sum/difference, equal, etc.)

Resources:

https://grade1commoncoremath.wikispaces.hcpss.org/1.MD.4

http://www.k-5mathteachingresources.com/1st-grade-measurement-and-data.html


3_common_core_math_standards/first_grade/measurement_data/1mdc4.aspx

Timeframe: 5 Days











http://www.readtennessee.org/math/teachers/k-3_common_core_math_standards/first_grade/measurement_data/1mdc4.aspx

http://www.readtennessee.org/math/teachers/k-3_common_core_math_standards/first_grade/measurement_data/1mdc4.aspx









Resources:





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. I can solve word problems that add three numbers.

2. I can use objects, drawings, or number sentences to solve a word problem.

Resources:













Topic 7: Extend the Counting Sequence




1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and

ones. Understand the following as special cases:

a. 10 can be thought of as a bundle of tens ones-called a “ten.”

b. The numbers 11-19 are composed of a ten and one, two, three, four, five, six, seven, eight, or

nine ones.

c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven,

eight, nine tens (and 0 ones).

1. I can read the digits in a number.

2. I can tell the place value of a number.

3. I can make sets of tens and ones.

4. I can read the digits in a two-digit number.


6. I can read a two-digit number.

Resources:

https://grade1commoncoremath.wikispaces.hcpss.org/1.NBT.2a

https://grade1commoncoremath.wikispaces.hcpss.org/1.NBT.2b

Timeframe: 7 Days










https://grade1commoncoremath.wikispaces.hcpss.org/1.NBT.2c



3_common_core_math_standards/first_grade/number_operations_in_base_ten/1nbtb2.aspx

1.NBT.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. (Ongoing-All Year)

1. I can count to 120.

2. I can match objects with a number.

Resources:


3_common_core_math_standards/first_grade/number_operations_in_base_ten/1nbta1.aspx


https://grade1commoncoremath.wikispaces.hcpss.org/1.NBT.1

Topic 8: Understand Place Value




1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and

Timeframe: 6 Days






http://www.readtennessee.org/math/teachers/k-3_common_core_math_standards/first_grade/number_operations_in_base_ten/1nbtb2.aspx


http://www.readtennessee.org/math/teachers/k-3_common_core_math_standards/first_grade/number_operations_in_base_ten/1nbta1.aspx

http://www.readtennessee.org/math/teachers/k-3_common_core_math_standards/first_grade/number_operations_in_base_ten/1nbta1.aspx





ones. Understand the following as special cases:

a. 10 can be thought of as a bundle of tens ones-called a “ten.”

b. The numbers 11-19 are composed of a ten and one, two, three, four, five, six, seven, eight, or

nine ones.

c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven,

eight, nine tens (and 0 ones).

1. I can read the digits in a number.


3. I can make sets of tens and ones.

4. I can read the digits in a two-digit number.



Resources:
















Topic 9: Compare Two-Digit Numbers




1.NBT.3 Compare two two-digit numbers based on meaning of the tens and ones digits,

recording the results of comparisons with the symbols >, =, and <.

1. I can read and explain the less than, greater than, or equal to symbols (<, > , =).

2. I can use the less than, greater than, or equal to symbols (<, >, =) when comparing two

numbers.

Resources:





1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without

having to count; explain the reasoning used.


2. I can add 10 to any two-digit number.

3. I can subtract 10 from any two-digit number.

Timeframe: 6 Days












Resources:




3_common_core_math_standards/first_grade/number_operations_in_base_ten/1nbtc5.aspx

Topic 10: Use Models and Strategies to Add Tens and Ones




1.NBT.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. I can add up to 100.

2. I can find the value of a number by using the ones, tens, and hundreds place.

3. I can use strategies to solve addition problems.

4. I can use strategies to add up to 100.

5. I can write to explain why I choose a certain math strategy.

Timeframe: 9 Days








http://www.readtennessee.org/math/teachers/k-3_common_core_math_standards/first_grade/number_operations_in_base_ten/1nbtc5.aspx




Resources:











Resources:















Topic 11: Use Models and Strategies to Subtract Tens









Resources:





1.NBT.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. I can count up by 10’s to 100 starting with 0. I can count down from 100 by 10’s. I can group

objects by 10’s.

Timeframe: 7 Days












2. I can tell which number is in the tens and ones place.

3. I can tell that when 0 is added to another number, the number remains the same. This is known as

the additive identity or zero property of addition.

4. I can tell that when the order of two numbers being added switch places that it doesn’t change the

answer.

5. I can use models or drawings, place value, properties of operations, and/or how to add and

subtract to solve subtraction problems with multiples of 10 in the range of 10-90.

Resources:





Topic 12: Measure Lengths




1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a

third object.

1. I can put three objects in order by how long each object is.

2. I can tell how long two objects are by using a third object.

Timeframe: 5 Days












Resources:



3_common_core_math_standards/first_grade/measurement_data/1mda1.aspx


1.MD.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 length measurement of

an object is the number of same-size length units that span it with now gaps or overlays. Limit

to contexts where the object being measured is spanned by a whole number of length units with

no gaps or overlaps.

1. I can measure the size of an object by using smaller objects that are the same.

2. I can measure how long an object is.

3. I can measure how long an object is using different units of measurement (e.g. paper clips, unifix

cubes, etc.)

4. I can measure an object correctly.

5. I can compare two objects and tell which object is the largest.

6. I can show how to measure an object using non-standard units.

Resources:


3_common_core_math_standards/first_grade/measurement_data/1mda2.aspx




http://www.readtennessee.org/math/teachers/k-3_common_core_math_standards/first_grade/measurement_data/1mda1.aspx








Topic 13: Time




1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. (Ongoing-

All Year)

1. I can tell that an analog clock is a clock with an hour and minute hand that measures time. I can

tell that a digital clock is a clock without hands that measures time.

2. I can tell that the long hand is the hour hand and the short hand is the minute hand.

3. I can tell that when the minute hand is on the 12, it means o’clock.

Resources:


3_common_core_math_standards/first_grade/measurement_data/1mdb3.aspx




Timeframe: 4 Days







http://www.readtennessee.org/math/teachers/k-3_common_core_math_standards/first_grade/measurement_data/1mdb3.aspx

http://www.readtennessee.org/math/teachers/k-3_common_core_math_standards/first_grade/measurement_data/1mdb3.aspx





Topic 14: Reason With Shapes and Their Attributes




1.G.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. I can identify shapes based on defining or non-defining attributes.

2. I can distinguish between defining and non-defining attributes of a shape. For example, I can

distinguish based on closed sided figures versus color and size.

3. I can build shapes to show defining attributes. This means I can build a shape to show it is a

closed figure with a certain number of sides.

4. I can correctly draw a shape to show its defining attributes.

Resources:


3_common_core_math_standards/first_grade/geometry/1ga1.aspx

http://commoncoretasks.ncdpi.wikispaces.net/1.G+Tasks

http://www.k-5mathteachingresources.com/1st-grade-geometry.html

https://grade1commoncoremath.wikispaces.hcpss.org/1.G.1

Timeframe: 9 Days







http://www.readtennessee.org/math/teachers/k-3_common_core_math_standards/first_grade/geometry/1ga1.aspx






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.

1. I can identify a composite shape. This means I can recognize that a two and three- dimensional

shape were put together to create a new shape.

2. I can recognize the difference between a composite and non-composite shape for a two and three-

dimensional shape. This means I can tell if two shapes have been put together to make a new shape

or if it does not form a new shape.

3. I can put shapes together to create a composite shape.

4. I can make a new shape from a previously composite shape.

Resources:












Topic 15: Equal Shares of Circles and Rectangles




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.

1. I can identify two and four equal shares.

2. I can describe equal shares using vocabulary: halves, fourths and quarters, half of, fourth of, and

quarter of.

3 I can describe the whole as two of two or four equal shares.

4. I can explain why dividing a circle or rectangle into more equal shares creates smaller pieces.

Resources:





Timeframe: 4 Days











First Grade Mathematics Pacing Guide Alignment of...

Documents

Transcript of First Grade Mathematics Pacing Guide Alignment of...