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Goddard: First Grade Common Core State Standards (CCSS) Mathematics

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Domain: Operations and Algebraic Thinking Code: 1.OA.1Cluster: Represent and solve problems involving addition and subtraction.Standard: 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.5

5 See Glossary, Table 1.Result Unknown Change Unknown Start Unknown

Add to Two bunnies sat on the grass. Three more bunnies hopped there. How many bunnies are on the grass now?2 + 3 = ?

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

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

Take from Five apples were on the table. I ate two apples. How many apples are on the table now?5 – 2 = ?

Five apples were on the table. I ate some apples. Then there were three apples. How many apples did I eat?5 – ? = 3

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

Total Unknown Addend Unknown Both Addends Unknown

Put Together/ Take Apart Three red apples and two green apples are on the table. How many apples are on the table?3 + 2 = ?

Five apples are on the table. Three are red and the rest are green. How many apples are green?3 + ? = 5, 5 – 3 = ?

Grandma has five flowers. How many can she put in her red vase and how many in her blue vase?5 = 0 + 5, 5 = 5 + 05 = 1 + 4, 5 = 4 + 15 = 2 + 3, 5 = 3 + 2

Difference Unknown Bigger Unknown Smaller Unknown

Compare (―How many more?‖ version):Lucy has two apples. Julie has five apples. How many more apples does Julie have than Lucy?(―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 = ?

(Version with ―more‖):Julie has three more apples than Lucy. Lucy has two apples. How many apples does Julie have?(Version with ―fewer‖):Lucy has 3 fewer apples than Julie. Lucy has two apples. How many apples does Julie have?2 + 3 = ?, 3 + 2 = ?

(Version with ―more‖):Julie has three more apples than Lucy. Julie has five apples. How many apples does Lucy have?(Version with ―fewer‖):Lucy has 3 fewer apples than Julie. Julie has five apples. How many apples does Lucy have?5 – 3 = ?, ? + 3 = 5

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☐

Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

word problem-a mathematic situation that needs to be solved situation-location of surroundings

Be Able to Do (Verbs) Level I Level II Level III Level IV Level V

List the verbs that are key learning targets, then Knowledge/ Comprehension/ Application Analysis Synthesis/Evaluate/ 1

determine the cognitive demand level (Bloom’s/SEC) with verbs in context by placing a checkmark in the appropriate square:

RememberingMemorize facts,

definitions, & formulas

UnderstandingPerform Procedures

Demonstrate understanding of

math

Conjecture, Generalize, Prove

Create; Solve non-routine problems; make connections

addition-to join something together ☒ ☒ ☐ ☐ ☐ subtraction-to take away from another ☒ ☒ ☐ ☐ ☐ solve-find an answer to ☒ ☒ ☐ ☐ ☐ compare-note the similarity ☒ ☒ ☐ ☐ ☒ ☐ ☐ ☐ ☐ ☐This standard means a student will know and be able to do…(use your own words)

FORMTEXT Can I use addition and subtraction within twenty to solve word problems?Essential Questions:

Can the student use addition and subtraction within twenty to solve word problems? Can the student add to and take away from, compare all equations within twenty? What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed Check Level of Rigor/Cognitive Demand(Depth of Knowledge

4 Ability to add or subtract using models or manipulative I ☐ II ☒ III ☐ IV ☐ V ☐ 3 ability to express explanations I ☐ II ☒ III ☐ IV ☐ V ☐ 1 counting and one to one connections I ☒ II ☐ III ☐ IV ☐ V ☐ 2 acting out situations I ☐ II ☒ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐Assessments: (What will be acceptable evidence the student has achieved the desired results?) Summative and Formative

Instructional Resources/Tools:

Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒ Oral Response ☒ Eligible as summative item ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1: Use manipulative objects such as counters or models to help the students to solve word problems within twenty.Example 2: Use ten frame with different colored dots. www.isbe.net/common_core/pdf/resourcelist.pdfExample 3: Use buttons to create a model and record number sentences

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Domain: Operations and Algebraic Thinking Code: 1.OA.2Cluster: Represent and solve problems involving addition and subtraction.Standard: 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 problemDepth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☒

Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐Know (nouns) Definition

List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. word problem- a mathematic situation that needs to be solved whole number-a number without fractions (integer) sum-answer to an addition problem


List the verbs that are key learning targets, then determine the cognitive demand level (Bloom’s/SEC) with verbs in context by placing a checkmark in the appropriate square:

Knowledge/ Remembering

Memorize facts, definitions, &

formulas

Comprehension/ Understanding

Perform Procedures

ApplicationDemonstrate

understanding of math

AnalysisConjecture,

Generalize, Prove

Synthesis/Evaluate/ Create; Solve non-routine problems; make connections

solve- find an answer to ☒ ☒ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐This standard means a student will know and be able to do…(use your own words)

FORMTEXT I can solve word problems that call for addition of three whole numbers whose sum is less than twenty.Essential Questions:

Can the student solve word problems that call for addition of three whole numbers whose sum is less than twenty? What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed Check Level of Rigor/Cognitive Demand

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(Depth of Knowledge ability to add and subtract to 10 with two numbers (can use models) I ☐ II ☒ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐Assessments: (What will be acceptable evidence the student has achieved the desired results?) Formative and Summative


Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☒ Oral Response ☒ Eligible as summative item ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1: Have students put a dot under their two favorite numbers to add first, then add the last number.Example 2: Have the student write or draw a problem where three whole things are combined. Students exchange problems, solve, discuss, and come up with another way to solve it.Example 3: http://www.teacherspayteachers.com/Product/Adding-3-Numbers-Math-Story-Problems-for-Primary-StudentsSmartboard lesson for adding three numbers….FREE.

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Domain: Operations and Algebraic Thinking Code: 1.OA.3Cluster: Understand and apply properties of operations and the relationship between addition and subtraction.Standard: Apply properties of operations as strategies to add and subtract. 6Examples: 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.)6 Students need not use formal terms for these properties.



properties of operations-rules or laws of mathematics to help you solve a problem strategy-plan of action





formulas


Perform Procedures



AnalysisConjecture,

Generalize, Prove


apply-to put into play; use ☒ ☒ ☒ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐This standard means a student will know and be able to do…(use your own words)

FORMTEXT Can I use strategies to add and subtract?Essential Questions:

Can the student use inverse operations to solve problems? 8+3=11 so 11-3=8 Can they recognize the relationships and compare similar operations and use what they know to solve other problems? What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed Check Level of Rigor/Cognitive Demand6

(Depth of Knowledge

2 ability to decompose numbers less than 10 in more than one way (may use models) I ☐ II ☐ III ☐ IV ☒ V ☐ 1 ability to add and subtract to ten using two numbers (may use models) I ☐ II ☒ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐Assessments: (What will be acceptable evidence the student has achieved the desired results?) Formative and Summative


Assessment Item Type: Selected Response ☒ Extended Constructed Response ☒ Technology Enhanced ☐ Performance Task ☒ Oral Response ☒ Eligible as summative item ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1: Use a math mountain (fact family triangle) to show two known quantities and one unknown quantity.Example 2: Use manipulative items. Matt took 6 markers, there are 3 markers left in the box…how many markers were there before Matt took out 6?Example 3: http://www.eduplace.com/math/mthexp/g3/mathbkg/pdf/mb_g3_u2.pdf

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Domain: Operations and Algebraic Thinking Code: 1.OA.4Cluster: Understand and apply properties of operations and the relationship between addition and subtraction.Standard: Understand subtraction as an unknown addend problem. For example, subtract 10–8 by finding the number that makes 10 when added to 8.Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐

Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☐Know (nouns) Definition

List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. problem-a thing difficult to accomplish unknown addend-a number that is added to another number; one is missing





formulas


Perform Procedures



AnalysisConjecture,

Generalize, Prove


understand-to make meaning of ☐ ☒ ☒ ☐ ☐ subtract-to take away from ☒ ☒ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐This standard means a student will know and be able to do…(use your own words)

FORMTEXT Can I subtract using what I know about addition?Essential Questions:

Will the student be able to recognize the connection between addition and subtraction and use it to solve subtraction problems? What learning progressions are needed to master this standard? Give specific, measurable skill statements.


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1 fluently add and subtract within five I ☐ II ☒ III ☐ IV ☐ V ☐ 2 add and subtract to 10 using two numbers I ☐ II ☒ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐Assessments: (What will be acceptable evidence the student has achieved the desired results?) Formative and Summative



Example 1: Pose a string of addition and subtraction problems involving the same three numbers; students analyze structure patterns and create conjecturesExample 2: Have students add three or more numbers in two different ways, the purpose is to have the students realize that a problem can be solved many waysExample 3: three or more addends to change order and /or groupings to make tens

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Domain: Operations and Algebraic Thinking Code: 1.OA.5Cluster: Add and subtract within 20.Standard: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☒

Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐Know (nouns) Definition

List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. skip counting-determine the number of by grouping





formulas


Perform Procedures



AnalysisConjecture,

Generalize, Prove


relate-to report a sequence ☐ ☒ ☒ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐This standard means a student will know and be able to do…(use your own words)

FORMTEXT Can I use what I know about counting (skip counting) to help me add and subtract?Essential Questions:

Can the student count using addition and subtraction? Can the student apply skip counting to the addition and subtraction problems when needed? What learning progressions are needed to master this standard? Give specific, measurable skill statements.


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2 basic principles of addition and subtraction I ☒ II ☐ III ☐ IV ☐ V ☐ 1 count to 100 by 1’s and 10’s I ☒ II ☐ III ☐ IV ☐ V ☐ 3 count by 2’s, 5’s, 10’s to 100 I ☐ II ☒ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐Assessments: (What will be acceptable evidence the student has achieved the desired results?) Summative and Formative



Example 1: Use a hundreds chart and dice, have the student roll a number, count that many on the chart and color in the square, continue in a pattern with the same number, then introduce 5+5 =10, 10 and 5 more would be 15, and so on.Example 2: Use the points on a star to count by fivesExample 3: use buttons to groups 2’s, 5’s, 10’s and skip count…then the student would come up with addition or subtraction problems that relate

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Domain: Operations and Algebraic Thinking Code: 1.OA.6Cluster: Add and subtract within 20.Standard: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use mental 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).



fluency-ability to speak or write easily strategy-a plan number-digit relationship-way in which two or more concepts are connected sum-the answer to an addition problem





formulas


Perform Procedures



AnalysisConjecture,

Generalize, Prove


decompose-to cause or become broken down ☐ ☒ ☒ ☐ ☐ demonstrate-clearly show ☐ ☒ ☒ ☐ ☐ create-to produce ☐ ☒ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐This standard means a student will know and be able to do…(use your own words)

FORMTEXT Can I add and subtract within twenty fluently, using different strategies to find the answer?Essential Questions:

Can the student add or subtract within twenty fluently, using different strategies to find the answers? What learning progressions are needed to master this standard? Give specific, measurable skill statements.

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4 decompose numbers less than or equals to ten in pairs in more than one way (represent using a drawing or equation)

I ☐ II ☐ III ☒ IV ☐ V ☐

3 Add and subtract within ten I ☒ II ☐ III ☐ IV ☐ V ☐ 1 counting to 100 I ☒ II ☐ III ☐ IV ☐ V ☐ 2 One to one relationship I ☐ II ☒ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐Assessments: (What will be acceptable evidence the student has achieved the desired results?)


Assessment Item Type: Selected Response ☒ Extended Constructed Response ☒ Technology Enhanced ☒ Performance Task ☒ Oral Response ☒ Eligible as summative item ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1: http://illuminations.nctm.org/LessonDetail.aspx?ID=L117 This lesson encourages the students to explore unknown-addend problems using the set model and the game Guess How Many?Example 2: Mystery bag: visualize what is in the bag and then explain it by drawing a model or number sentenceExample 3: Use pasta shapes to Guess How Many? Example: Put six pasta shells in your hands behind your back transferring some and show one of your hands…ask them to guess the amount in the other hand, create number sentences and graphs to show all the different ways to add and subtract the amount in your hands.

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Domain: Operations and Algebraic Thinking Code: 1.OA.7Cluster: Work with addition and subtraction equations.Standard: 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.Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐


List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. meaning-purpose of something equal sign-a sign of quantities being the same





formulas


Perform Procedures



AnalysisConjecture,

Generalize, Prove


understand-to realize the significance of ☐ ☒ ☐ ☐ ☐ determine-to resolve ☐ ☒ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐This standard means a student will know and be able to do…(use your own words)

FORMTEXT Do I know the meaning of an equal sign and determine if equations or numbers are equal?Essential Questions:

Does the student know the meaning of the equal sign? Can the student determine whether equations or numbers are equal? What learning progressions are needed to master this standard? Give specific, measurable skill statements.


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(Depth of Knowledge 5 ability to represent addition and subtraction with objects I ☐ II ☒ III ☐ IV ☐ V ☐ 2 directly compare two objects with a measurable attribute (more, less) I ☐ II ☐ III ☒ IV ☐ V ☐ 4 fluently add and subtract within five I ☐ II ☒ III ☐ IV ☐ V ☐ 3 identify whether the numbers of an object in one group is more or less than another I ☒ II ☐ III ☐ IV ☐ V ☐ 1 counting I ☒ II ☐ III ☐ IV ☐ V ☐Assessments: (What will be acceptable evidence the student has achieved the desired results?) Formative and Summative


Assessment Item Type: Selected Response ☒ Extended Constructed Response ☒ Technology Enhanced ☐ Performance Task ☒ Oral Response ☒ Eligible as summative item ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1: Use a balance to show the meaning of equal or equal sign; the sameExample 2: Use crayons to show other comparison symbols; greater than or less than. Use linking cubes and have the students put two on one side of their desks and five on the other…use the crayons to create the correct comparison symbol to make the number sentence true. (alligator eats the bigger number)Example 3:

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Domain: Operations and Algebraic Thinking Code: 1.OA.8Cluster: Work with addition and subtraction equations.Standard: 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=□.Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐


List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. equation-statement or value of two or more things whole number-any number without fractions





formulas


Perform Procedures



AnalysisConjecture,

Generalize, Prove


determine-to resolve ☐ ☒ ☒ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐This standard means a student will know and be able to do…(use your own words)

FORMTEXT Can I determine the unknown whole number in an addition or subtraction equation using three whole numbers?Essential Questions:

Can the student determine the unknown whole number in an addition or subtraction equation using three whole numbers? What learning progressions are needed to master this standard? Give specific, measurable skill statements.


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(Depth of Knowledge 4 for any number from one to nine, find the number that makes ten when added to

the given numberI ☒ II ☒ III ☐ IV ☐ V ☐

3 basic addition and subtraction to twenty I ☒ II ☐ III ☐ IV ☐ V ☐ 2 the meaning of the equal sign I ☒ II ☐ III ☐ IV ☐ V ☐ 1 basic math symbols I ☒ II ☐ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐Assessments: (What will be acceptable evidence the student has achieved the desired results?) Formative and Summative


Assessment Item Type: Selected Response ☒ Extended Constructed Response ☒ Technology Enhanced ☒ Performance Task ☒ Oral Response ☒ Eligible as summative item ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1: Guessing game behind the back with a set number of pasta or penniesExample 2: Students move pennies, buttons, or pasta over on a plate to come up with all the ways to add or subtract a set number of itemsExample 3:

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