1st grade math - cicero public school district 99 essential questions content standards practices...

Session Essential QuestionsContent

StandardsPractices Assessments

Sample

Lessons/ActivitiesVocabulary Resources

Interdisciplinary

Connections

Prior

Knowledges

1.1 Can students count a set of objects

up to 20's by 1's?

How do students explore the

characteristics of cubes, pattern

blocks, Geoblocks and Power

Polygons?

1.NBT.1,

1.NBT.3

4: Model with

mathematics.

7:Look for and make

use of structure.

Observing students at

work (TO): p.31

Introducing Morning

Meeting: Daily schedule

and attendance.

Introducing Math Tools

schedule,

estimate

Student Activity Book

(SAB) p. 1

Masters (M) M1-M2,

Family Letter


up to 20's by 1's?




Polygons?

1.NBT.1 4: Model with

mathematics.

7:Look for and make

use of structure.

Assessment Checklist:

Counting 20

Resource Masters,M3

TO:p.35

Introducing Morning

Meeting: Calendar

calendar SAB p.2

Student Math

Handbook (SMH), p.17-

19


up to 20's by 1's?




Polygons?

1.MD.4 4: Model with

mathematics.

7:Look for and make

use of structure.

TO: p.35 Introducing Morning

Meeting: Weather

data SAB p.3

SMH p.17,21-23


up to 20's by 1's?




Polygons?

1.NBT.1 4: Model with

mathematics.

7:Look for and make

use of structure.

TO:p.35 Introducing Collect 20

Together

SAB p.4

SMH p.21-23,

G1 Resource Masters

(RM):M4-M5

2.1 Can students rote count forward

and backward from 1-30?

Can students use the number line as

a tool for counting?

Can students count a set of up to 20

objects by ones?

1.NBT.1 4:Model with

mathematics.

5:Use appropriate tools

strategically.

6:Attend to precision.

7.Look for and make

use of structure.

TO- p.57 Introducing Start

With/Get To

count,

number line

SAB p.5

SMH p.21-23,26,31,

G1 RM:M 5-M7,M9-

M10,

Number line

1st Grade Math

Unit 1: How Many of Each?

Investigation 1: Counting and Quantity

Investigation 2: Counting & Comparing

* counting in

sequence

* one-to-one

correspondence

* experience

acting out

addition and

subtraction story

problems

Unit 1



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Counting and Quantity2.2 Can students count a set of up to 20

objects by ones?

Can students connect number

names and written numbers to the

quantities they represent?

Can students order a set of numbers

and quantities up to 12?

1.OA.5,

1.NBT.1

4:Model with

mathematics.


strategically.

7.Look for and make

use of structure.

TO- P.63 Introducing Staircases smallest,

largest,

in order

SAB p. 6

SMH p. 21-23,

G1, RM:M5

2.3 Can students connect number



Can students order a set of numbers


How can students record a solution

to a problem?

1.NBT.1 1:Make sense of

problems and persevere

in solving them.

2:Reason abstractly and

quantitatively.

7.Look for and make

use of structure.

TO-p.68 Introducing Mystery

Boxes

SAB p. 7-8

SMH p6-8,21-23,

RM:M8

2.4 Can students order a set of numbers


Can students compare two

quantities up to 10 to see which is

larger?

Do students understand how the

quantities in the counting sequence

are related?

1.NBT.1,

1.NBT.3

2: Reason abstractly and

quantitatively.

7: Look for and make

use of structure.

8:Look for and express

regularity in repeated

reasoning.

TO- p.74 Introducing Compare

Dots and Compare

more,

larger,

counting back

SAB p.9

SMH21-23,

G2,G3,RM:M8,M11,M

12,M13-M16,M17

2.5A How do students develop fluency

with adding or subtracting 1, with

totals to 10?

1.OA.5

1.OA.6

1.NBT.1


quantitatively.

7:Look for and make

use of structure.

TO-p.CC6

Assessment checklist: Add

and Subtract 1

Introducing Plus or

Minus 1 Bingo

add,

subtract,

plus,

minus

SAB p.10A, 10B,

RM: C2-C5

2.5 Can students rote count forward

and backward from 1-30?



larger?

Can students count a set of objects

by 1's?

1.OA.5

1.OA.6

1.NBT.1

1.NBT.3

1:Make sense of


in solving them.


quantitatively.

4:Model with

mathematics.

7:Look for and make

use of structure.

Start With/Get To:

Counting Backward

SAB p.7,from Session

2.3,10-12

SMH p.6-8,26

RM:M8,M18-20,M13-

M16,M17,M21-

M22,C5

* counting in

sequence

* one-to-one

correspondence

* experience

acting out

addition and

subtraction story

problems

Unit 1



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Counting and Quantity2.6 How do students develop and

analyze visual images for quantities

up to 10?

Can students count a set of objects

up to 20 by 1's?



larger?

1.OA.5

1.OA.6

1.NBT.1

1.NBT.3


quantitatively.


use of structure.

Assessment: Counting 20

RM: M23

Quick Images and

Assessment: Counting 20

image SAB p.13

SMH p.6-8,21-

23,26,31,

G2,G3 RM:M23, C5,

Transparency 2

Writing About

Mathematical

Thinking: Session 2.6,

manual p. 85,

Resource Master M23




How can students use standard

notation for comparing quantities?

Can students order 2 set of numbers

up to 12?

1.NBT.1

1.NBT.3


quantitatively.



use of structure.

TO-p.91 Introducing Ordering

Numbers

greater than,

less than,

equal to

SAB p.14-16

SMH p.43-45

3.1 Can students find the total of two or

more quantities up to a total of 20

by counting all, counting on or using

number combinations?

Can students compare two numbers

up to 20 to see which is larger?

Can students visualize and retell the

action in an addition situation?

Can students model the action of an

addition problem with counters or

drawings?

1.OA.1

1.NBT.1

1.NBT.3

1:Make sense of


in solving them.

3:Construct viable

arguments and critique

the reasoning of others.

4:Model with

mathematics.

7:Look for and make

use of structure.

TO-p.103 Introducing Double

Compare Dots and

Double Compare

more,

fewer

SAB p.17

SMH p.6-8,21-23,

G6,G7 RM:M24,M25

3.2 Can students find the total of two

or more quantities up to a total of

20 by counting all, counting on or

using number combinations?

Can students compare two numbers

up to 20 to see which is larger?

1.OA.1

1.NBT.1

1:Make sense of


in solving them.


quantitatively.

7:Look for and make

use of structure.

TO-109 Introducing Five-in-a-

Row

sum,

plus

SAB p.18-20

SMH p.21-23,33-37,

G6,G7,G9

RM:M25,M26,M27

Investigation 3: Combining

* counting in

sequence

* one-to-one

correspondence

* experience

acting out

addition and

subtraction story

problems

Unit 1



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Counting and Quantity3.3 Can students visualize and retell the




drawings?

Can students find the total of two or




Can students use standard notation

(+ and =) for representing addition

situations.

1.OA.1

1.OA.5

1.OA.6

1.OA.7

1:Make sense of


in solving them.

4:Model with

mathematics.


7:Look for and make

use of structure.

TO-p.114 Addition Story Problems equal,

plus,

add,

equation

SAB p.21-22,

SMH p.33-37,44-45

Writing About

Mathematical


manual p. 113 & 118

SAB p. 21 & 22












drawings?

1.OA.1

1.OA.5

1.OA.6

1.OA.7

1.NBT.1

1:Make sense of


in solving them.

4:Model with

mathematics.

7:Look for and make

use of structure.

TO-p.122 Introducing Roll and

Record

SAB p.23-26,

SMH p.21-23,33-37,

G6,G7,G9,G19

RM:M28,M29, M30-

M31

* counting in

sequence

* one-to-one

correspondence

* experience

acting out

addition and

subtraction story

problems

Unit 1



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Counting and Quantity3.5 Can students visualize and retell the




drawings?





Do students use standard notation

(+ and =) for representing addition

situations?

1.OA.1

1.OA.5

1.OA.6

1.OA.7

1:Make sense of


in solving them.

3:Construct viable



4:Model with

mathematics.


7:Look for and make

use of structure.

TO-p.127 Solving addition

problems

counting all,

counting on

SAB p.27-29,

SMH p.26,31,33-37,

G6,G7,G9,G19

Writing About

Mathematical


manual p. 127

SAB p. 27

3.6 Can students compare two


larger?





Can students see that adding the

same two numbers results in the

same total, regardless of context?

1.OA.1

1.OA.5

1.OA.6

1.NBT.1

3:Construct viable



7:Look for and make

use of structure.



reasoning.

TO- p.132 Assessment: Double

compare RM:32

combine SAB p.31,

SMH p.33-37,

G6,G7,G9,G19

RM:M32

Writing About

Mathematical


manual p. 132

Resource Master M32





Do students have an understanding

of how the quantities in the

counting sequence are related?

Can students record a solution to a

problem?

1.OA.1

1.OA.2

1.OA.3

1.OA.5

1.OA.6

1.OA.7

3:Construct viable




7:Look for and make

use of structure.



reasoning.

TO-p.140 Story about many

groups

SAB p.32,

SMH p.33-37

Story problem/book

with a number pattern

that increases by one

* counting in

sequence

* one-to-one

correspondence

* experience

acting out

addition and

subtraction story

problems

Unit 1



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Counting and Quantity4.1 Can students find and explore

relationships among combinations?

Can students solve a problem with

multiple solutions?


problem?

1.OA.1

1.NBT.1

1: Make sense of


in solving them.


quantitatively.

4:Model with

mathematics.

TO-p.151 Introducing Seven Peas

and Carrots

SAB p.33-34,

SMH p.46-47

Writing About

Mathematical


manual p. 149

SAB p. 33





Can students find and explore

relationships among combinations

of numbers up to 10?

Do students use standard notation

to represent addition situations.

1.OA.2

1.OA.3

1.OA.6

1.OA.7


quantitatively.


7:Look for and make

use of structure.

TO-p.157 Introducing Three

Towers

symbols SAB p.35-36,

SMH p.44-45,48-49,

G25 RM: M33,M34,

4.3 Can students find and explore







drawings?





1.OA.1

1.OA.7


quantitatively.


7:Look for and make

use of structure.

TO-p.164 Introducing Heads and

Tails

penny,

cent,

heads,

tails

SAB p.37-38,

SMH p.33-37,

G13,G25,

RM:M35,M36

* counting in

sequence

* one-to-one

correspondence

* experience

acting out

addition and

subtraction story

problems

Investigation 4: Composing Numbers

Unit 1



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Counting and Quantity4.4 Can students solve a problem in

which the total and one part are

known?




Can students record combinations

of two numbers that make a certain

total?

1.OA.1

1.OA.4

1.OA.7

1.OA.8

3:Construct viable




7:Look for and make

use of structure.

TO-p.169 Introducing How Many

Am I Hiding?

total SAB p.39-42,

SMH p.G14,

RM:M36,M37,M38

T:T2





multiple solutions?


problem?

Do students represent number

combinations with numbers,

pictures, and/or words?

1.OA.1

1.OA.7

1.NBT.1

1:Make sense of


in solving them.

4:Model with

mathematics.


7:Look for and make

use of structure.

TO-p.173-174 Introducing Nine Peas

and Carrots

SAB p.43-45,

SMH p.46-47

Writing About

Mathematical


manual p. 173

SAB p. 43




Can students solve a problem in


known?


multiple solutions?

1.OA.1

1.OA.3

1.OA.6

1.OA.7


quantitatively.

4:Model with

mathematics.


7:Look for and make

use of structure.

Combinations of Seven SAB p.47-48,

SMH p.46-47,

G13,G14,G25

T:T11

* counting in

sequence

* one-to-one

correspondence

* experience

acting out

addition and

subtraction story

problems

Unit 1



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Counting and Quantity4.7 Can students find the total of two or








problem?

1.OA.1

1.OA.6

1.MD.4

1:Make sense of


in solving them.


quantitatively.

3:Construct viable



7:Look for and make

use of structure.

End of unit assessment

RM: M39-M40

SAB p.49,

SMH p.33-37,46-47

RM:M39-M40

Writing About

Mathematical


manual p. 181-182

Resource Master M39-

40

* counting in

sequence

* one-to-one

correspondence

* experience

acting out

addition and

subtraction story

problems

Unit 1



Sample


Interdisciplinary

Connections

Prior

Knowledges

1.1 What Shapes Do You See?

Do the students notice shapes in the

environment?

Can students describe, compare and

name 2-D shapes?

Do the students cover a region

without gaps or overlaps using

multiple shapes?

1.NBT.1

1.G.1

MP3: Construct viable


the reasoning of others

MP5: Use appropriate

tool strategically

MP7: Look for and make

use of structure

Ongoing Assessment:

Observe student at work

pg. 27, pg. 29

geometry

triangle

rectangle

square

circle

two-dimensional

Student activity book

1-2

Student Math

Handbook 70, 71, 74

Family Letter

Resource master M17-

M18

M12 Patter-Block Fill-

In, Shape A

1.2 Same Shape, Different Pieces


name 2-D shapes?

Can the students decompose shapes

in different ways?

Can the students count a set of

objects?

1.NBT.1

1.G.1

MP2: Reason abstractly

and quantitatively


tool strategically


use of structure

Ongoing Assessment:


pg. 32, 34, 35


3-11

Student Math

Handbook 71, 74

M5 Paper Shape

Cutouts

M19 Fill the Hexagons

game board (1 per

pair)

M20 Fill the Hexagons

Pattern Block Cubes

M13-M16 Pattern-

Block Fill-In, Shapes B-

E

1.3 Quick Images with Shapes

Will the students develop visual

images of and language for

describing 2-D shapes?


in different ways?

Can the students fin the sum of

multiple addends with small

numbers?

1.G.1 MP4: Model with

Mathematics


tool strategically


use of structure

Ongoing Assessment:


pg. 38, 41


3-10, 12-13

Student Math

Handbook 71, 74

T14-T16 Shapes Cards

Writing About

Mathematical


manual p. 43

SAB p. 13

1st Grade Math

Unit 2: Making Shapes & Designing Quilts

Investigation 1: Composing & Decomposing 2D Shapes

* observing &

describing 2D &

3D shapes in their

own words

* construct

shapes with clay,

pattern blocks,

and geoboards

Unit 2



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Composing & Decomposing 2D Shapes1.4 Ways to Make Pattern-Block

Shapes

Can students find different

combinations of shapes that fill the

same area? Can students

decompose in different ways?

Will students examine how shapes

can be combined to make other

shapes?

1.G.1

1.G.2


and quantitatively


tool strategically


use of structure


3-10, 15-17

Student Math

Handbook 81

1.5 Three Ways to Fill an Outline



same area?

Can students decompose in

different ways?

Can students alter designs to use

more or fewer pieces to cover the

same space?

1.NBT.1

1.G.2





tool strategically


use of structure

Ongoing Assessment:


pg. 51


18-20

Student Math

Handbook 81

M24 Different Ways

to Fill Shape A

1.6 Filling With More and Fewer




Can students alter designs to use

more or fewer pieces to cover the

same space?



same area?

1.NBT.1

1.G.2


and quantitatively


tool strategically


use of structure

Ongoing Assessment:


pg. 58, 59, 60


21-24

Student Math

Handbook 80

T18 Combination

Shape Cards

M26 Quick Images

M27 Shapes for Quick

Images

M21-M23 Shape

Cards

1.7 Assessment: Many Ways to Fill a

Hexagon

1.NBT.1

1.G.1

1.G.2

MP4: Model with

Mathematics


tool strategically


use of structure

Ongoing Assessment:


pg. 62


21-23, 35

Student Math

Handbook 80

M28 Assessment:

Many Ways to Fill a

Hexagon

Writing About

Mathematical


manual p. 64

SAB p. 25

* observing &

describing 2D &

3D shapes in their

own words

* construct

shapes with clay,

pattern blocks,

and geoboards

Unit 2



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Composing & Decomposing 2D Shapes2.1 Making a Shape Poster

Can the students identify common

attributes of a group of shapes?


name 2-D shapes?




1.G.1 MP1: Make sense of


in solving them


and quantitatively





use of structure

Ongoing Assessment:


pg. 73, 74, 76


26-28

Student Math

Handbook 76-77, 78-

79, G12

M21-M23 Shape Card

String

Writing About

Mathematical


manual p. 76

SAB p. 28

2.2 Describing Triangles

Can the students identify

characteristics of triangles &

quadrilaterals?

Can students identify and make

triangles and quadrilaterals of

different shapes and sizes?

1.G.1 MP3: Construct viable




tool strategically


use of structure

Ongoing Assessment:


pg. 79, 82, 83


29-30

Student Math

Handbook 2

2.3 Describing Quadrilaterals


characteristics of triangles and

quadrilaterals?

Do the students recognize that

there are many types of

quadrilaterals?










tool strategically


use of structure

Ongoing Assessment:


pg. 87

Quadrilateral Student activity book

29, 31

Student Math

Handbook 72, 73

M30, Dot Paper

M33-M34 Family

letter

Chart:

"Quadrilaterals"

* observing &

describing 2D &

3D shapes in their

own words

* construct

shapes with clay,

pattern blocks,

and geoboards

Investigation 2: Describing & Sorting Shapes

Unit 2



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Composing & Decomposing 2D Shapes2.4 Comparing Shapes

Can the students describe, compare

and name 2-D shapes?






1.G.1 MP1:Make sense of


in solving them


and quantitatively





use of structure

Ongoing Assessment:


pg. 92


29, 32

Student Math

Handbook 74-75

String

M30, Dot Paper

2.5 Assessment: What is a Triangle?






characteristics of triangles?





use of structure

M35 Assessment

Checklist: What is a

Triangle?


29, 33

Student Math

Handbook 72, 74-75

3.4 End-of-Unit Assessment Can the

students find different combinations

of shapes that fill the same area?


in different ways?




attributes of a groups of shapes?

1.G.1

1.G.2

MP1:Make sense of


in solving them





use of structure

Ongoing Assessment:


pg. 118, 119

M43-M45, End of Unit

Assessment (1 per

Student)


40

Student Math

Handbook 76-77, 80

Investigation 3: Quilts

* observing &

describing 2D &

3D shapes in their

own words

* construct

shapes with clay,

pattern blocks,

and geoboards

Unit 2



Sample


Interdisciplinary

Connections

Prior

Knowledges

1.1 How Many of Each?

Can the students rote count forward

and backward, starting from any

number 1 to 30?

Can the students find as many 2-

addend combinations of a number

as possible?

Can the students prove that all of

the possible combinations have

been found?

Can the students record solutions to

a problem?

1.OA.1

1.OA.7

MP1: Make sense of


in solving them

MP4: Model with

mathematics


tool strategically


use of structure

Ongoing Assessment:


pg. 31

number line

combination

plus

add

equals


1-2

Student Math

Handbook 26, 46-47

Family Letter

Resource master

M3-M4M1-M2 Start

With/Get to cards

Class number line

Writing About

Mathematical


manual p. 30

SAB p. 1

1.2 Missing Parts

Can the students solve a problem in


known?

Can the students find and explore



Will the students develop counting

on as a strategy for combining 2

numbers?

Will the students use numbers and

standard notation (+, =) to record?

1.OA.1

1.OA.4

1.OA.7

1.OA.8

1.NBT.1

MP1: Make sense of


in solving them

MP6: Attend to

precision


use of structure

Ongoing Assessment:


pg. 38, 39

counting on Student activity book

1, 3-5

Student Math

Handbook G4, G14

M5 How Many Am I

Hiding? Recording

Sheet

M6 How Many Am I

Hiding?

M7 Counters in a Cup

Recording Sheet

M8 Counters in a Cup

1st Grade Math

Unit 3: Solving Story Problems

Investigation 1: Combinations

* counting &

comparing

quantities

* composing &

decomposing

numbers

* experience with

combining

quantities in Unit

1

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Combinations1.3 Combinations of Numbers



known?






as possible?

1.OA.1

1.OA.4

1.OA.7

1.NBT.1

MP1: Make sense of


in solving them


use of structure

MP8: Look for and

express regularity in

repeated reasoning

Ongoing Assessment:


pg. 43, 44


6-7

Student Math

Handbook 46-47 G4,

G14

1.4 Combinations of Numbers,

continued...



known?






as possible?

Can the students prove that all of

the possible combinations have

been found?

1.OA.1

1.OA.4

1.OA.7

1.NBT.1

MP1: Make sense of


in solving them


tool strategically


use of structure


6, 8-9

Student Math

Handbook 46-47

G4, G14

* counting &

comparing

quantities

* composing &

decomposing

numbers

* experience with

combining

quantities in Unit

1

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Combinations1.5 Dot Addition




Can the students connect written

numbers and standard notation (+,

=) to the quantities and actions they

represent?

1.OA.1

1.OA.2

1.OA.3

1.OA.5

1.OA.6

1.OA.7

MP1: Make sense of


in solving them

MP6: Attend to

precision


use of structure

Ongoing Assessment:


pg. 52


11

Student Math

Handbook G5

M9, Dot Addition

Cards

M10 Dot Addition

Game board A

M11 Dot Addition

Blank Game board

M12 Dot Addition

1.6 Addition Games

Can the students find the total of 20

by counting all, counting on, or



numbers and standard notation to

the quantities and actions the

represent?

Do the students use numbers and

standard notation to record?

Do the students visualize and retell

the action in addition situations?

1.OA.1

1.OA.5

1.OA.6

1.OA.7

1.NBT.1

MP1: Make sense of


in solving them

MP6: Attend to

precision


use of structure

Ongoing Assessment:


pg. 58, 59

sum Student activity book

12-13

Student Math

Handbook 33-37,

G5, G9, G19

M19-M20 Family

Letter

M13 Roll and Record

recording sheet

M15 Five-in-a Row

Game board A

M17-M18 Dot

Addition game boards

B and C

* counting &

comparing

quantities

* composing &

decomposing

numbers

* experience with

combining

quantities in Unit

1

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Combinations1.7 Counting On

Can the students visualize and retell








represent?

Will the students develop counting

on as a strategy for combining 2

numbers?

1.OA.1

1.OA.3

1.OA.5

1.OA.6

1.OA.7

1.NBT.1

MP6: Attend to

precision


use of structure

MP8: Look for and


repeated reasoning


14

Student Math

Handbook 33-37 G5,

G9, G19

M21-M22 Five-in-a-

Row Game boards B

and C

M23-M24 Dot

Addition Game boards

D and E

1.8 Solving an Addition Story Problem

Can the students estimate whether

an amount is more or less than a

given quantity?









represent?

1.OA.1

1.OA.5

1.OA.6

1.OA.7

1.NBT.1

MP1: Make sense of


in solving them


use of structure

MP8: Look for and


repeated reasoning

Ongoing Assessment:


pg. 68

more

fewer


15-17

Student Math

Handbook 33-37, 44-

45

Writing About

Mathematical


manual p. 67 & 60

SAB p. 15-16

* counting &

comparing

quantities

* composing &

decomposing

numbers

* experience with

combining

quantities in Unit

1

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Combinations1.9 Assessment: How Many of Each?




Can students connect written


quantities and actions they

represent?

Do the students use the equal sign

to show equivalent expressions?

1.OA.1

1.OA.4

1.OA.7

1.NBT.1

MP1: Make sense of


in solving them


and quantitatively

MP4: Model with

mathematics


use of structure

M25-Assessment: Eleven

Fruits: How Many of

Each?

Ongoing Assessment:


pg. 72

equal sign Student activity book

18

Student Math

Handbook 33-37, 44-

45

M23 Dot Addition

Game board D

M24 Dot Addition

Game board E

Writing About

Mathematical


manual p. 72

Resource Master M25

1.10A True or False?

Can students connect written


quantities and actions they

represent?



Can the students determine

whether equations are true or false?

1.OA.7

1.OA.8


and quantitatively

MP4: Model with

mathematics


use of structure

true

false

equation

* counting &

comparing

quantities

* composing &

decomposing

numbers

* experience with

combining

quantities in Unit

1

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Combinations2.1 Introducing Subtraction


the action in subtraction situations

involving removal?

Can the students subtract one

number from another, with initial

totals up to 12?

Can the students use numbers and


1.OA.1

1.OA.5

1.OA.6

1.OA.7

1.NBT.1

MP4: Model with

mathematics


tool strategically


use of structure

Ongoing Assessment:


pg. 83, 84

subtract

take away

more than

less than


19-20

Student Math

Handbook 38-42, G10,

G20

M28 Roll and Record:

Subtraction Recording

Sheet

M30 Five-in-a-Row:

Subtraction Game

board

Number cubes with

numerals 7-12

2.2 Solving Subtraction Story Problems



involving removal?

Do the students develop strategies

for solving subtraction problems?

Can the students model the action

of subtraction problem with

counters or drawings?

Will the students develop methods

for recording subtraction strategies?

1.OA.1

1.OA.5

1.OA.6

1.OA.7

1.NBT.1

MP4: Model with

mathematics


tool strategically


use of structure

Ongoing Assessment:

Observing student at

work pg. 87, 88

counting

backward

minus sign

subtraction sign


21-23

Student Math

Handbook 38-42, 44-

45

Writing About

Mathematical


manual p. 87 & 90

SAB p. 21-22

* counting &

comparing

quantities

* composing &

decomposing

numbers

* experience with

combining

quantities in Unit

1

Investigation 2: Introducing Subtraction

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Combinations2.3 Subtraction Strategies



involving removal?



Can the students model the action

of subtraction problem with

counters or drawings?

Will the students develop methods

for recording subtraction strategies?

1.OA.1

1.OA.3

1.OA.4

1.OA.5

1.OA.6

1.OA.7

1.NBT.1


and quantitatively

MP4: Model with

mathematics


use of structure

Ongoing Assessment:


pg. 95


24-26

Student Math

Handbook 38-42, 44-

45, G10, G20

Materials for Roll and

Record: Subtraction

Materials for Five-in-a-

Row: Subtraction

3.1 Story Problems



involving removal?



1.OA.1

1.OA.5

1.OA.6

1.OA.7

MP1: Make sense of


in solving them

MP7: Look for and

make use of structure

MP8: Look for and


repeated reasoning

Ongoing Assessment:


pg. 108


27-31

Student Math

Handbook 33-37, 38-

42, 44-45

3.2 Today's Number

Can the students generate

equivalent expressions for a

number?





the quantities and actions they

represent?

1.OA.1

1.OA.3

1.OA.6

1.OA.7

1.NBT.1


and quantitatively

MP4: Model with

mathematics

MP7: Look for and


Ongoing Assessment:


pg. 114

greater than

less than


32-33

Student Math

Handbook 52

Investigation 3: Working with Addition & Subtraction* counting &

comparing

quantities

* composing &

decomposing

numbers

* experience with

combining

quantities in Unit

1

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Combinations3.3 Adding and Subtracting: Story

Problems and Games



number?



Can the students develop strategies

for solving addition and subtraction

problems?

1.OA.1

1.OA.3

1.OA.4

1.OA.7


and quantitatively

MP4: Model with

mathematics

MP6: Attend to

precision

MP7: Look for and


Ongoing Assessment:


pg. 119


27-30, 34-35

Student Math

Handbook 33-37, 38-

42, 43, 44-45, 52

M35-M37 Challenging

Story Problems

M13 Roll and Record

Recording Sheet

Number cubes with

larger numerals

3.4 Strategies for Addition



number?

Can students develop strategies for

solving addition and subtraction

problems?


a problem?

1.OA.1

1.OA.3

1.OA.4

1.OA.5

1.OA.6

1.OA.7


and quantitatively

MP4: Model with

mathematics

MP7: Look for and


MP8: Look for and


repeated reasoning

Ongoing Assessment:


pg. 124

digits Student activity book

27-30, 36-37

Student Math

Handbook 33-37, 38-

42, 43, 44-45, 52

3.5 Assessment: How Many Books?



problems?

Do the students see that subtracting

the same 2 numbers results in the

same difference regardless of

context?


a problem?

1.OA.1

1.OA.4

1.OA.5

1.OA.6

1.OA.7

1.OA.8

MP1: Make sense of


in solving them

MP7: Look for and


MP8: Look for and


repeated reasoning

Ongoing Assessment:


pg. 124

M38 Assessment: How

Many Books?

subtract

minus


27-30, 38

Student Math

Handbook 33-37, 38-

42, G4, G9, G10, G14,

G19, G20

Writing About

Mathematical


manual p. 128

Resource Master M38

* counting &

comparing

quantities

* composing &

decomposing

numbers

* experience with

combining

quantities in Unit

1

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Combinations4.1 How Big Are Our Feet?

Do the students consider attributes

that can be measured?

Can the students measure area by

covering on outline with same-sized

objects?

Can students estimate and count a

set of objects?

Can the students record, organize

and interpret numerical

information?

1.NBT.1 MP2: Reason abstractly

and quantitatively

MP4: Model with

mathematics

MP7: Look for and


Ongoing Assessment:


pg. 140


39

Student Math

Handbook 21-23

4.2 Assessment: Covering and

Counting

Can the students measure area by

filling an outline with same-sized

objects?

Can the students accurately count a

set of objects by 1s, up to 60?



information?

1.NBT.1 MP3: Construct viable



MP6: Attend to

precision

MP7: Look for and


Ongoing Assessment:


pg. 145

M39 Assessment

Checklist: Covering and

Counting


40

Student Math

Handbook 21-23

M40 Twenty-Frame

4.3 Counting to Higher Numbers

Can the students oral count

sequence from 1-100?

Can the students write the

sequence of numbers?

Can the students identify and use

patterns in the sequence of

numbers to 100?




and quantitatively


tool strategically


use of structure

Ongoing Assessment:


pg. 150

pattern Student activity book

41

Student Math

Handbook 6-16

* counting &

comparing

quantities

* composing &

decomposing

numbers

* experience with

combining

quantities in Unit

1

Investigation 4: Counting Larger Amounts

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Combinations4.4 More Counting



numbers to 100?



information?

Can the students consider the

relationship between the size of an

object with the number of objects it

takes to cover a shape?


and quantitatively

MP4: Model with

mathematics


tool strategically


use of structure


41

Student Math

Handbook 6-16

4.5 Counting to 100


sequence from 1 to 100?



numbers to 100?

Do the students see the 100 chart as

a representation of the counting

numbers to 100?




and quantitatively


tool strategically

MP7: Look for and


Ongoing Assessment:


pg. 159, 160

100 chart Student activity book

45

Student Math

Handbook 6-16, 21-

23, 26, 27

4.6 Missing Numbers



numbers to 100?


and quantitatively





tool strategically

MP7: Look for and


Ongoing Assessment:


pg. 163


46-48

Student Math

Handbook 6-16, 27-

29, G18

M41 100 Chart

M42 Missing

Numbers Recording

Sheet

M43 Missing

Numbers

M44 50 Chart

* counting &

comparing

quantities

* composing &

decomposing

numbers

* experience with

combining

quantities in Unit

1

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Combinations4.7 Assessment: Counting Strips

Can the students write the

sequence of numbers?


sequence from 1-100?



numbers to 100?

1.NBT.1

1.NBT.3

1.MD.4


and quantitatively

MP4: Model with

mathematics


use of structure

Ongoing Assessment:


pg. 167, 170

M45 Assessment:

Counting Strips


43, 28, 29

Student Math

Handbook 6-16, 27-

29,

G18

4.8 End-of-Unit Assessment

Can the students solve subtraction

story problems?

Can the students record strategies

for solving story problems by using

numbers and equations, pictures

and/or words?



number?

1.OA.1

1.OA.4

1.OA.6

1.NBT.1

MP1: Make sense of


in solving them


tool strategically

MP7: Look for and


MP8: Look for and


repeated reasoning

Ongoing Assessment:


pg. 172

M46-M47 End-of-unit

Assessment


50

Student Math

Handbook 38-42, 52

Writing About

Mathematical


manual p. 172 & 173

Resource Master M46-

R47

* counting &

comparing

quantities

* composing &

decomposing

numbers

* experience with

combining

quantities in Unit

1

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

1.1 Can students describe attributes of

objects?

Can students use attributes to sort a

set of objects?

Can students interpret results of a

data investigation?

1.NBT.1

1.MD.4

1.G.1


quantitatively.

3:Construct viable



7:Look for and make

use of structure.

TO-p.25 Quick Survey: Milk survey

data

sorting

describe

attribute

SAB p.1-3

SMH p.64,76-77

RM:M1-M2, Family

Letter

Writing About

Mathematical


manual p. 24 & 27

SAB p. 1 & 3

1.2 Can students describe attributes of

objects?

Can students use attributes to sort a

set of objects?


data investigation?

1.NBT.1

1.MD.4


quantitatively.

3:Construct viable



7:Look for and make

use of structure.

TO-p.31 Describing Buttons SAB p.3,5

SMH p.64

1.3 Can students use attributes to sort a

set of objects?

Can students look carefully at a

group of objects to determine how

they have been sorted?

1.NBT.3

1.MD.4

1:Make sense of


in solving them.


quantitatively.

3:Construct viable



4:Model with

mathematics.

7:Look for and make

use of structure.

TO-p.38

Assessment Checklist:

Sorting RM:M8

Introducing Guess My

Rule

rule SAB p.6

SMH p.64,78-79,

G12 RM:M5-M8

1st Grade Math

Unit 4: Data AnalysisInvestigation 1: What Would You Rather Be?

* collect &

represent data

by counting

* sorting by

categories

Unit 4



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math

Unit 4: Data AnalysisInvestigation 1: What Would You Rather Be?1.4 Can students use attributes to sort a

set of objects?

Can students look carefully at a

group of objects to determine how

they have been sorted?

1.MD.4 1:Make sense of


in solving them.


quantitatively.

3:Construct viable




use of structure.

TO-p.43 Guess My Rule SAB p.7

SMH p.64,78-79

RM:M3-M4

2.1 Can students make a representation

to communicate the results of a

survey?

Can students use equations to show

that the sum of the responses in

each category equals the total

responses collected?

Can students describe and compare

the number of pieces of data in each

category or at each value and

interpret what the data tells about

the group?

1NBT.1

1.MD.4


quantitatively.

3:Construct viable




strategically.

7:Look for and make

use of structure.

TO-p.57, p.59 Collecting "Eagle or

Whale" Data

survey

data

equation

representation

SAB p.8

SMH p.65,66,68

2.2 Can students make sense of data

representations, including pictures,

bar graphs, tallies and Venn

Diagrams?

Can students make a representation


survey?

Can students compare what

different representations

communicate about a set of data?

1.NBT.1

1.MD.4

4:Model with

mathematics.


strategically.

7:Look for and make

use of structure.

TO-p.63 Quick Survey: Left-

Handed or Right-

handed?

tally mark SAB p.9

SMH p.65-68

Investigation 2: Collecting & Representing Data

* collect &

represent data

by counting

* sorting by

categories

Unit 4



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math

Unit 4: Data AnalysisInvestigation 1: What Would You Rather Be?2.3 Can students choose a survey

question?

Can students make a plan for

gathering data?

Can students collect and keep track

of survey data?

1.NBT.1

1.MD.4


quantitatively.


7:Look for and make

use of structure.

TO-p.72 Introducing Class

Surveys: Choosing a

Question

SAB p.10-11

SMH p.65-68

Writing About

Mathematical


manual p. 69

SAB p. 10

2.4 Can students collect and keep track

of survey data?

Can students interpret the results of

a data investigation?

1.MD.4 2:Reason abstractly and

quantitatively.

4:Model with

mathematics.

7:Look for and make

use of structure.

TO-p.78 Collecting Survey Data SAB p.12-14

SMH p.66,68

Writing About

Mathematical


manual p. 78

SAB p. 12

2.5 Can students describe and compare


category or at each value and


the group surveyed?


data investigation?

Can students make a representation


survey?

1.NBT.1

1.MD.3

1.MD.4


quantitatively.

3:Construct viable




strategically.

7:Look for and make

use of structure.

TO-p.83 Sharing Survey Results SAB p.12,15

SMH p.66,68

3.4A Can students make sense of and

comparing what different

representations communicate about

a set of data?



category and interpret what the

data tells about the group?

1.MD.4 2:Reason abstractly and

quantitatively.

4:Model with

mathematics.

7:Look for and make

use of structure.

TO-p.CC25 Quick Survey: Child or

Grown-up?

SAB p.23A or C13

SMH p.65-68

Investigation 3: Comparing Age Data

* collect &

represent data

by counting

* sorting by

categories

Unit 4



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math

Unit 4: Data AnalysisInvestigation 1: What Would You Rather Be?3.4 Can students use attributes to sort a

set of objects?



category or at each value, and


the group?

Do students understand that the

sum of the pieces of data in all the

categories equals the number of

people surveyed?

1.MD.4 1:Make sense of


in solving them.


quantitatively.

3:Construct viable




use of structure.

TO p.113 Quick Survey: Curly Hair

or Straight Hair* collect &

represent data

by counting

* sorting by

categories

Unit 4



Sample


Interdisciplinary

Connections

Prior

Knowledges

1.1 Cube Towers and Measuring

Collections

Do the students understand what

length is and how it can be

measured?

Can the students identify the

longest dimension of an object?

Can the students describe

measurements that are in between

whole numbers of units?

Do the students understand that

measurements of the same lengths

should be the same when they are

measured twice or by different

people using the same unit?

1.MD.2

1.MD.3

MP4: Model with

mathematics


tool strategically

MP6: Attend to

precision


use of structure

Ongoing Assessment:


pg. 26

measure

length

measurement


1-2

Student Math

Handbook 94, 95, 96,

100-101

M1-M2 Family Letter

Measurement

Collections

1.2 Measuring with Cubes, Tiles or

Paper Clips

Can the students measure lengths

using different-sized units?

Can the students develop accurate

measurement techniques?




measured twice or by different

people using the same unit?


measuring an object using different

length units will result in different

measurements?

1.MD.2 MP5: Use appropriate

tool strategically

MP6: Attend to

precision


use of structure

Ongoing Assessment:


pg. 31

unit Student activity book

3-4

Student Math

Handbook 96, 97-98

M3-M4 Family Letter

Measuring materials

1st Grade Math

Unit 5: Fish Lengths & Animal Jumps

Investigation 1: Learning to Measure

* comparing

lengths to

determine

"longer than" or

"shorter than"

* using

nonstandard units

to measure

lengths of familiar

objects

Unit 5



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Learning to Measure1.3 Measuring Fish

Can the students identify contexts in

which measurement is used?

Can the students use inch tiles to

measure in inches?

Do the students develop accurate

measuring techniques?

Do the students understand the

meaning of at least in the context

of linear measurement?

1.MD.2 MP5: Use appropriate

tool strategically

MP6: Attend to

precision


use of structure

Ongoing Assessment:


pg. 38, 40

inch Student activity book

5-9

Student Math

Handbook 93, 95, 97-

98, 99, 102

M5 Kim's Fish

M10-M14 Fish Set 1:

Perch

M15-M20 Fish Set 2:

Mackerel

M21-M26 Fish Set 3:

Alewife

12"x9" envelopes

M27 Measuring

Keepers

Measurement

Collections

1.4 Fish Stories

Can the students solve problems

about comparing lengths?


meaning of at least in the context

of linear measurement?

Can the students develop accurate


1.OA.1

1.MD.1

1.MD.2

1.MD.4

MP4: Model with

mathematics


tool strategically

MP6: Attend to

precision


use of structure

Ongoing Assessment:


pg. 45, 46

height Student activity book

5-6, 11-13

Student Math

Handbook 102, 107

Writing About

Mathematical


manual p. 44-45

SAB p. 11-12

* comparing

lengths to

determine

"longer than" or

"shorter than"

* using

nonstandard units

to measure

lengths of familiar

objects

Unit 5



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Learning to Measure1.5A Measuring Keepers


measuring techniques?


meaning of at least in the context of

linear measurement?



Can the students name, notate and

tell time to the hour on a digital and

analog clock?

1.OA.1

1.MD.1

1.MD.2

1.MD.3





tool strategically

MP6: Attend to

precision


use of structure

Ongoing Assessment:


pg. CC35

digital clock

analog clock

hour hand

minute hand

o'clock


11-12

Student Math

Handbook 97-98, 102,

107

C16 Tools for

Measuring Time

C17 Clocks

C18 O'clock Times

C19 Telling Time to

the Hour

M27 Measuring

keepers

C20 True or False?

1.6 Assessment: How Long is This Fish?




measured twice or by a different

person using the same unit?



1.MD.2

1.MD.3




MP4: Model with

mathematics


tool strategically

MP6: Attend to

precision


use of structure

Ongoing Assessment:


pg. 54

M28 Assessment: How

Long is This Fish?

M29 Assessment

Checklist: Measurement

Techniques


15

Student Math

Handbook 97-98, 100-

101

* comparing

lengths to

determine

"longer than" or

"shorter than"

* using

nonstandard units

to measure

lengths of familiar

objects

Unit 5



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Learning to Measure2.1 Measuring with Kid Steps

Can the students measure length by

iterating a single unit?



Can the students compare lengths

to determine which is longer?

1.MD.1

1.MD.2

1.NBT.1





tool strategically

MP6: Attend to

precision


use of structure

Ongoing Assessment:


pg. 65

distance Student activity book

16-19

Student Math

Handbook 103, 105

Lengths of Tape

2.2 Measuring with Different Units

Will the students develop accurate


Can the students measure using

different-sized units?


measuring an object using different-

length unit will result in different

measurements?

1.NBT.1

1.MD.2





tool strategically

MP6: Attend to

precision


use of structure

Ongoing Assessment:


pg. 72

M29 Assessment

Checklist: Measurement

Techniques


16-17, 21-22

Student Math

Handbook 96-98, 103

M30 Baby Steps

M31-M32 Basketball

Player Steps

M33 Measuring with

Different Steps

Investigation 2: Measuring Distances

* comparing

lengths to

determine

"longer than" or

"shorter than"

* using

nonstandard units

to measure

lengths of familiar

objects

Unit 5



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Learning to Measure2.3 Measuring with Different Units,

continued...

Can the students describe

measurements that are in between

whole numbers of units?



Can the students compare lengths

to determine which is longer?



length unit will result in different

measurements?

1.MD.1

1.MD.2





tool strategically

MP6: Attend to

precision


use of structure

Ongoing Assessment:


pg. 74, 76

in between Student activity book

21, 23-24

Student Math

Handbook 96, 100-

103

Writing About

Mathematical


manual p. 75

SAB p. 23

2.4 Measuring Jumps





1.OA.1

1.NBT.3

1.MD.1

1.MD.2

1.MD.4

MP4: Model with

mathematics


tool strategically

MP6: Attend to

precision


use of structure

Ongoing Assessment:


pg. 80

longest

shortest


25-28

Student Math

Handbook 100-101,

104-106

Animal Jump Tapes

Writing About

Mathematical


manual p. 80

SAB p. 26-27




sized units will result in different

measurements?


measurement techniques? Can the

students solve problems about

comparing lengths?

1.OA.1

1.NBT.1

1.MD.1

1.MD.2





tool strategically

MP6: Attend to

precision


use of structure

Ongoing Assessment:


pg. 83

M34 End-of-Unit

Assessment


25-27, 29

Student Math

Handbook 96, 104-106

M34 End-of-Unit

Assessment

Chart: Animal Jumps

* comparing

lengths to

determine

"longer than"" or

""shorter than"

* using

nonstandard units

to measure

lengths of familiar

objects

Unit 5



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Learning to Measure3A.1 Halves of Circles and Hours

Will the students learn the terms

fractions, halves, and half?

Can the students partition a whole

into equal parts and name each part

with a fraction?

Can the students name, notate and

tell time to the half hour using an

analog and a digital clock?

1.MD.3

1.G.2

1.G.3


and quantitatively




MP4: Model with

mathematics


use of structure

Ongoing Assessment:


work pg. CC40

fractions

one half

halves

half

half an hour

half past


30, 31

C23 Circles

C24 Half-and-Half

Pizzas

C25 Circle

C26 More Clocks

C27 Times to the Half

Hour

C28 Telling Time to

the half hour

C29 half-and-Half 3A.2 Halves of Squares


into equal parts and name them

with fractions?

1.G.2

1.G.3


and quantitatively




MP4: Model with

mathematics


use of structure

Ongoing Assessment:


pg. CC46

in half

half of


32

C31 Half-and-Half

Rugs

C32 half-and-Half

Rectangles and

triangles

C33 More Half-and-

Half

3A.3 Fourths



with fractions?

1.G.2

1.G.3


and quantitatively




MP4: Model with

mathematics


use of structure

Ongoing Assessment:


pg. CC52

fourth

quarter

fourth of

quarter of

in fourths

one fourth


33, 34, 35, 36

C34 Circles and

Squares

C35 Area Rugs: Circles

C36 Area Rugs:

Rectangles

C37: Area Rugs:

Squares

C38 Fourths

C39 Fourths

* comparing

lengths to

determine

"longer than"" or

""shorter than"

* using

nonstandard units

to measure

lengths of familiar

objects

Investigation 3A: Halves & Fourths

Unit 5



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Learning to Measure3A.4 Assessment: Halves and Fourths



with fractions?

Can the students explore the idea

that when you cut a whole into

more fractional pieces, the pieces

are smaller?

1.G.2

1.G.3

MP1: Make sense of


in solving them


and quantitatively




MP4: Model with

mathematics


use of structure

Ongoing Assessment:


pg. CC55

C40: Assessment: Halves

and Fourths


37

C40: Assessment:

Halves and Fourths

C41 Identifying Halves

and Fourths

* comparing

lengths to

determine

"longer than"" or

""shorter than"

* using

nonstandard units

to measure

lengths of familiar

objects

Unit 5



Sample


Interdisciplinary

Connections

Prior

Knowledges

1.1 Introducing 10


for counting and combing groups of

dots?



number?



1.OA.2

1.OA.6

1.NBT.1

1.NBT.2.a

MP4: Model with

mathematics

MP6: Attend to

precision


use of structure

Ongoing Assessment:


pg. 30

equation

equal sign


1-2

Student Math

Handbook 48-49

M1-M2 Family Letter

1.2 Three Towers

Have the students developed

fluency with the 2-addend

combinations of 10?

Can the students find relationships

among different combinations of

numbers up to 10?

Can the students solve related story

problems?



1.OA.2

1.OA.6

1.NBT.1

1.NBT.2.a

1.NBT.3

1.MD.4


and quantitatively

MP4: Model with

mathematics

MP6: Attend to

precision


use of structure

Ongoing Assessment:


pg. 36

story problem

more

fewer


3-4

Student Math

Handbook 44-45, 48-

49, G25

M4 Three Towers

Recording Sheet

1.3 Make 10



numbers up to 10?



combinations of 10?




problems?

1OA.1

1.OA.3

1.OA.4

1.OA.6

1.NBT.1

1.NBT.2.a


and quantitatively

MP4: Model with

mathematics

MP6: Attend to

precision


use of structure

Ongoing Assessment:


pg. 42

combine

plus sign


1, 5

Student Math

Handbook 44-45, 48-

49, G15, G25

M13-M16 Primary

Number Cards

M17 Make 10

1st Grade Math

Unit 6: Number Games and Crayon Puzzles

Investigation 1: Combinations of Ten

1. Counting,

composing and

decomposing

numbers

2. Adding and

subtracting small

amounts

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Combinations of Ten1.4 Quick Images : Ten-Frames


for counting and combing groups of

dots?





combinations of 10?


problems?

1OA.1

1.OA.3

1.OA.4

1.OA.6

1.NBT.2.a

1.MD.4

MP4: Model with

mathematics


tool strategically

MP6: Attend to

precision


use of structure

ten-frame Student activity book

1, 6-7

Student Math

Handbook 48-49,

G15, G25

M18 Ten-Frame Cards

M19 Blank Ten-

Frames

Homework Materials

Writing About

Mathematical


manual p. 49

SAB p. 7

1.5 Games About Missing Parts



unknown?



numbers up to 10?

Do the student use numbers to

solve?

Do the students use 5+5 to reason

about other combinations of 10?

1.OA.4

1.OA.6

1.NBT.1

1.NBT.2.a


and quantitatively





use of structure

Ongoing Assessment:


pg. 42


9-11

Student Math

Handbook 48-49, G4,

G14

M20 Counters in a

Cup Recording Sheet

M21 Counters in a

Cup

M22 How Many Am I

Hiding? Recording

Sheet

M23 How Many Am I

Hiding?1.6 Tens Go Fish


fluency with and generating the 2-

addend combinations of 10?



numbers up to 10?



unknown?



1.OA.3

1.OA.5

1.OA.6

1.OA.8

1.NBT.2.a


and quantitatively




MP4: Model with

mathematics


use of structure

Ongoing Assessment:


pg. 58

equation Student activity book

12

Student Math

Handbook 48-49, G23

M24 Tens Go Fish

1. Counting,

composing and

decomposing

numbers

2. Adding and

subtracting small

amounts

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Combinations of Ten1.7 Combinations of 10



numbers up to 10?


fluency with and generate the 2-




unknown?

Can the students generate 2-addend

combinations of 10?

1.OA.3

1.OA.4

1.OA.6

1.NBT.2.a

1.MD.4


and quantitatively




MP4: Model with

mathematics


use of structure

Ongoing Assessment:


pg. 65

combination Student activity book

16-19

Student Math

Handbook 103, 105

Lengths of Tape

1.8A Story Problems with Missing Parts


strategies for solving problems with

unknown change/starts?


strategies for recording solutions to

story problems?

Do the students use standard

notation and numbers to record?

1.OA.1

1.OA.2

1.OA.4

1.OA.5

1.OA.6

1.OA.8

1.MD.3


and quantitatively

MP4: Model with

mathematics

MP8: Look for and


repeated reasoning

Ongoing Assessment:


pg. CC66


15A-15C

or

Resource Masters C43-

C45

1.8B More Story Problems with Missing

Parts


strategies for solving problems with

unknown change/starts?



story problems?

Do the students use standard

notation and numbers to record?

1.OA.1

1.OA.2

1.OA.4

1.OA.5

1.OA.6

1.OA.8

1.MD.3


and quantitatively

MP4: Model with

mathematics

MP8: Look for and


repeated reasoning

Ongoing Assessment:


pg. CC72


15D-15F

or

Resource MastersC46-

C48

1. Counting,

composing and

decomposing

numbers

2. Adding and

subtracting small

amounts

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Combinations of Ten2.1 Revisiting How Many of Each?

Problems


among different combinations of a

number?



as possible?

Can the students try to prove that

all the possible 2-addend

combinations of a number have

been found?

1.OA.1

1.OA.3

1.OA.7

1.NBT.1

MP1: Make sense of


in solving them




MP4: Model with

mathematics


use of structure

Ongoing Assessment:


pg. 71


15-16

Student Math

Handbook 46-47

M25-M26 Family

Letter

Writing About

Mathematical


manual p. 71

SAB p. 15

2.2 Crayon Puzzles About More


among different combinations of a

number?

Do the students reason about more,

less, and equal amounts?

Can the students find a solution that

fits several clues?

1.OA.1

1.OA.7


and quantitatively




MP4: Model with

mathematics


use of structure

Ongoing Assessment:


pg. 78

more Student activity book

17-20

Student Math

Handbook 46-47

Writing About

Mathematical


manual p. 80

SAB p. 20

2.3 Dot Addition

Can the students add 2 or more

single digit numbers?



1.OA.6

1.OA.7

1.MD.4


and quantitatively




MP4: Model with

mathematics

MP8: Look for and


repeated reasoning

Ongoing Assessment:


work pg. 84

addition Student activity book

21

Student Math

Handbook G5

M27 Dot Addition

Cards

M28 Dot Addition

Gameboard A

M29 Dot Addition

M30 Dot Addition

Blank Gameboad

1. Counting,

composing and

decomposing

numbers

2. Adding and

subtracting small

amounts

Investigation 2: Combinations of Numbers

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Combinations of Ten2.4 More Crayon Puzzles

Can the students reason about

more, less and equal amounts?

Can the students find a solution that

fits several clues?

Can the students find combinations



single-digit numbers?

1.OA.1

1.OA.6

1.OA.7

1.NBT.1


and quantitatively

MP4: Model with

mathematics


use of structure

MP8: Look for and


repeated reasoning

Ongoing Assessment:


pg. 89


17-18, 22-25, 24, 26 or

C49

Student Math

Handbook 46-47, 48-

49, G5

M31-M36 Challenging

Crayon Puzzles

M37-M38 Dot

Addition Gameboards

B and C

2.5 Assessment: Ten Crayons in All


addend combinations of 10 as

possible?

Can the students reason about

more, less and equal amounts?



1.OA.1

1.OA.6

1.OA.7

MP1: Make sense of


in solving them

MP4: Model with

mathematics


use of structure

MP8: Look for and


repeated reasoning

Ongoing Assessment:


pg. 94

M39 Assessment: Ten

Crayons in All


22-23, 27

Student Math

Handbook 46-47, 48-

49, G5

M37-M38, M40-M41

Dot Addition

Gameboards B-E

M39 Assessment: Ten

Crayons in All

2.6A True or False?



the quantities and actions they

represent?



Can the students determine

whether equations are true or false?

1.OA.3

1.OA.6

1.OA.7

1.OA.8

1.MD.3


and quantitatively




MP4: Model with

mathematics

MP8: Look for and


repeated reasoning

Ongoing Assessment:


pg. CC76


28A-28B OR

Resource Masters C50-

C51

1. Counting,

composing and

decomposing

numbers

2. Adding and

subtracting small

amounts

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Combinations of Ten3.1 Five-in-a-Row



Can the students visualize, retell ad

model the action in an addition

situation?

1.OA.1

1.OA.3

1.OA.6

1.OA.7

1.MD.4


and quantitatively

MP4: Model with

mathematics


use of structure

MP8: Look for and


repeated reasoning

Ongoing Assessment:


pg. 105

sum

add


28, 29 OR C53

Student Math

Handbook 33-37, G11

M42 Five-in-a-Row

with Three Cards

Gameboard A

M43 Five-in-a-Row

with Three Cards

3.2 Subtraction Games

Can students subtract one number

from another, with initial totals of

up to 12?

Can students use numbers to

record?

Can the students visualize, retell ad

model the action in a removal

(subtraction) situation?

1.OA.1

1.OA.3

1.OA.5

1.OA.6

1.OA.7

1.NBT.1


and quantitatively




MP4: Model with

mathematics


use of structure

Ongoing Assessment:


pg. 109, 110

minus Student activity book

29-31, 32 OR C54

Student Math

Handbook 38-42,

G10, G20

M44 Five-in-a-Row:

Subtraction

Gameboard

M45 Five-in-a-Row:

Subtraction

M46 Roll and Record:

Subtraction

Number Cubes with

numerals 7-123.3 Assessment: Counting On



Can the students visualize, retell and

model the action in a subtraction

situation?

Can students subtract one number

from another, with initial totals up

to 12?

1.OA.1

1.OA.2

1.OA.3

1.OA.5

1.OA.6

1.OA.7

MP1: Make sense of


in solving them


and quantitatively

MP4: Model with

mathematics


use of structure

M48 Assessment

Checklist: Counting On

count on Student activity book

33

Student Math

Handbook 33-37, 38-

42, G10, G11, G20

M48 Assessment

Checklist: Counting On

M49-M50 Five-in-a-

Row with Three Cards

Gameboards B & C

1. Counting,

composing and

decomposing

numbers

2. Adding and

subtracting small

amounts

Investigation 3: Addition & Subtraction

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Combinations of Ten3.4 Addition and Subtraction Story

Problems


strategies for solving addition and

subtraction story problems?



story problems?



1.OA.1

1.OA.2

1.OA.6

1.OA.7

1.NBT.1

MP1: Make sense of


in solving them


and quantitatively


tools strategically


use of structure

Ongoing Assessment:


pg. 119


34-38

Student Math

Handbook 38-42

3.5 Solving Story Problems


strategies for solving addition and

subtraction story problems?



story problems?



1.OA.1

1.OA.2

1.OA.6

1.OA.7

1.NBT.1

MP1: Make sense of


in solving them





tools strategically


use of structure

count back

count up

count all


34-37, 39-40

Student Math

Handbook 33-37, 38-

42, 44-45

3.6 Strategies for Adding Have

the students developed strategies


story problems? Have the students

developed strategies for recording

solutions to story problems? Do the

students use numbers and standard

notation to record?

1.OA.1

1.OA.2

1.OA.3

1.OA.4

1.OA.5

1.OA.6

1.OA.7

MP1: Make sense of


in solving them


and quantitatively

MP4: Model with

mathematics


use of structure


34-37, 41

Student Math

Handbook 33-37,

G11, G20

M51-M54 Challenging

Story Problems

1. Counting,

composing and

decomposing

numbers

2. Adding and

subtracting small

amounts

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Combinations of Ten3.7 Strategies for Subtracting Have

the students developed strategies


story problems? Have the students

developed strategies for recording

solutions to story problems? Do the

students use numbers and standard

notation to record? Can the

students add and subtract single-

digit numbers?

1.OA.1

1.OA.2

1.OA.3

1.OA.4

1.OA.5

1.OA.6

1.OA.7

1.OA.8

1.NBT.1


and quantitatively

MP4: Model with

mathematics


use of structure

MP8: Look for and


repeated reasoning


34-37, 42

Student Math

Handbook 33-37,

G11, G20

3.8 End-of-Unit-Assessment Can the

students solve addition and

subtraction story problems? Can

the students record solutions to

story problems?

1.OA.1

1.OA.3

1.OA.4

1.OA.5

1.OA.6

1.OA.7

1.NBT.3

1.MD.4

MP1: Make sense of


in solving them


and quantitatively

MP4: Model with

mathematics


use of structure

M55 End-of-Unit

Assessment


43

Student Math

Handbook 33-37, 38-

42

1. Counting,

composing and

decomposing

numbers

2. Adding and

subtracting small

amounts

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

1.1 What Comes Next?

Can the students identify what

comes next in a repeating pattern?

Can the students use the word

pattern to describe some kind of

regularity in a sequence?


and quantitatively




MP4: Model with

mathematics


use of structure

Ongoing Assessment:


pg. 28, 29

repeating pattern Student activity book

1-2

Student Math

Handbook 53, 54

M3 Cube Patterns

M1-M2 Family Letter

Cube Trains

Paper tube

1.2 Clapping Patterns


comes next in a repeating pattern?

Can the students represent a

repeating unit in more that one

way?

1.OA.7

1.NBT.1


and quantitatively

MP4: Model with

mathematics


use of structure

Ongoing Assessment:


pg. 36, 37


3-4

Student Math

Handbook 55, 59

M3 Cube Patterns

M4 Body Movement

Patterns

Paper tubes

Cube Trains

1.3 What Color Will the 12th Cube Be?

Can the students associate counting

numbers with elements of a

repeating pattern?


comes several steps beyond the

visible part of a repeating pattern?

Can the students determine the

element of a repeating pattern

associated with particular counting

number?

1.NBT.1

1.NBT.3

1.MD.4


and quantitatively




MP4: Model with

mathematics


use of structure

Ongoing Assessment:


pg. 42


5-7

Student Math

Handbook 53, 55-57,

59-60

M5 What Comes

here? part 1

Cube Trains

Writing About

Mathematical


manual p. 41

SAB p. 5

1st Grade Math

Unit 7: Color, Shape, & Number Patterns

Investigation 1: Repeating Patterns

* work with

repeating

patterns using

colors or shapes

* describe what

comes next in a

pattern

Unit 7



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Repeating Patterns1.4 Break a Chain

Can the students compare repeating

and nonrepeating sequences?

Can the students describe a

repeating pattern as a sequence

built from a part that repeats over

and over called a unit ?

Can the students identify the unit of

a repeating pattern?

1.OA.1

1.OA.2

1.OA.6

1.OA.8


and quantitatively

MP4: Model with

mathematics


use of structure

Ongoing Assessment:


pg. 47, 50


9-10

Student Math

Handbook 53-57, 59-

60

M7-M8 Family Letter

Cube trains

1.5 Make a Train



Can the students extend a repeating

pattern by adding on units to the

pattern?



associated with a particular

counting number?


and quantitatively

MP4: Model with

mathematics


use of structure

Ongoing Assessment:


pg. 54


11-12

Student Math

Handbook 53-57, 59-

60, G16-G17

M5 What Comes

Here? Part1

M6 Break a Train

M15 What Comes

Here? Part 2

M13-M14 Make a

Train Cards Set A and

Set B

Make a Train Game

Bags

Cube Trains

Writing About

Mathematical


manual p. 56

SAB p. 11

* work with

repeating

patterns using

colors or shapes

* describe what

comes next in a

pattern

Unit 7



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Repeating Patterns1.6 What Comes Here?




pattern by adding units to the

pattern?

Do the students associate counting

numbers with the elements of a

repeating pattern?





and quantitatively

MP4: Model with

mathematics


use of structure


13

Student Math

Handbook 53-57, 58-

60,

G16-G17

M5 What Comes

Here? Part1

M6 Break a Train

M15 What Comes

Here? Part 2

1.7 What's the Same? What's

Different?




pattern by adding units to the

pattern?


patterns that have the same

structure but different elements?

1.NBT.1

1.MD.4


and quantitatively

MP4: Model with

mathematics


use of structure

M16 Assessment

Checklist: Comparing

Repeating Patterns


14

Student Math

Handbook 53-57, 59-

60, G16-G17

Cube Trains

1.8 Assessment: Make a Repeating

Pattern




patterns that have the same

structure but different elements?




1.MD.3 MP1: Make sense of


in solving them


and quantitatively

MP4: Model with

mathematics


use of structure

M17 Assessment: Make a

repeating Pattern


15-16

Student Math

Handbook 53-57, 59-

60

M17 Assessment:

Make a Repeating

Pattern

Writing About

Mathematical


manual p. 67

Resource Master M17

* work with

repeating

patterns using

colors or shapes

* describe what

comes next in a

pattern

Unit 7



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Repeating Patterns2.1 The Penny Jar

Can the students model a constant

rate of increase with concrete

materials?

Can the students describe how a

number sequence represents a

situation with a constant rate of

change?

1.OA.1

1.OA.2

1.OA.5

1.OA.6

1.OA.8


and quantitatively

MP4: Model with

mathematics


use of structure

MP8: Love for and


repeated reasoning

Ongoing Assessment:


pg. 77


17-19

Student Math

Handbook 58, 62

M18 Penny Jar

Problems

2.2 Staircase Towers

Can the students model a constant

rate of increase with concrete

materials?




change?

1.OA.1

1.OA.8

1.NBT.1


and quantitatively

MP4: Model with

mathematics


use of structure

MP8: Love for and


repeated reasoning

Ongoing Assessment:


pg. 83, 85


20-23

Student Math

Handbook 58, 61

M19 Staircase Towers

2.3 Counting by 2s




change?

Can the students extend a number

sequence associated with a


change?

Can the students determine how

and why the same number

sequences can be generated by

different contexts?

1.OA.1

1.NBT.1

1.MD.4


and quantitatively

MP4: Model with

mathematics


use of structure

MP8: Love for and


repeated reasoning

Ongoing Assessment:


pg. 87, 89


17-18, 21, 24-29

Student Math

Handbook 58, 61-62

* work with

repeating

patterns using

colors or shapes

* describe what

comes next in a

pattern

Investigation 2: Number Sequences

Unit 7



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Repeating Patterns2.4 Shape Patterns

Can the students describe repeating

patterns as a sequence built from a

part that repeats over and over

called a unit ?



Can the students determine and

describe the number sequence

associated with one of the elements

in the unit of a repeating pattern?

1.OA.1

1.OA.2

1.OA.6

1.OA.8


and quantitatively

MP4: Model with

mathematics


use of structure

MP8: Love for and


repeated reasoning

Ongoing Assessment:


work pg. 96

triangle

square


30-33

Student Math

handbook 53-58, 61-

63

M20 Number Strip

M23-M28 Pattern

Block Cutouts

M21-M22 Two Shapes

Writing About

Mathematical


manual p. 94

SAB p. 31

2.5 What Comes Here? With Shape

Patterns




in the unit of a repeating pattern?




counting number?


sequence associated with a


change?

1.OA.1

1.NBT.1


and quantitatively




MP4: Model with

mathematics


use of structure

Ongoing Assessment:


pg. 100

trapezoid

hexagon


17-18, 20-21, 24-28,

30-31, 35-37

Student Math

Handbook 53-57, 58,

61-63

M29-M30 Three

Shapes

Writing About

Mathematical


manual p. 100

SAB p. 36

* work with

repeating

patterns using

colors or shapes

* describe what

comes next in a

pattern

Unit 7



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Repeating Patterns2.6 What Is the Same About the Penny

Jar, Staircase Towers, and Shape

Patterns?




in unit of repeating patterns?




counting number?

Can the students determine how

and why the same number

sequences can be generated by

different contexts?

1.OA.1

1.OA.5

1.OA.6

1.NBT.1


and quantitatively




MP4: Model with

mathematics


use of structure


17-18, 20-21, 24-28,

30-31, 35-36, 38-39

Student Math

Handbook 53-57, 59-

60, 61-63

Penny Jar Drawing

Staircase Tower

Drawing

Large Number Strip

Writing About

Mathematical


manual p. 107-108

SAB p. 38-39










counting number?


of sequence associated with a


charge?

1.OA.1

1.OA.5

1.OA.6

1.MD.4

MP1: Make sense of


in solving them


and quantitatively

MP4: Model with

mathematics


use of structure

M31-M34 End-of-Unit

Assessment


41

Student Math

Handbook 53-57, 58,

60, 61-63

M23-M28 Pattern

Block Cutouts

M31-M34 End-of-

Unit Assessment

* work with

repeating

patterns using

colors or shapes

* describe what

comes next in a

pattern

Unit 7



Sample


Interdisciplinary

Connections

Prior

Knowledges

1.1 Ten Turns

Can the students count and keep

track of amounts up to 60?

Can the students count on from a

known quantity?

Can the students organize objects to

count them more efficiently?

1.OA.5

1.OA.6

1.NBT.1


and quantitatively

MP4: Model with

mathematics


use of structure

Ongoing Assessment:


pg. 28

counting on Student activity book

1-2

Student Math

Handbook 21-23; G24

M1 Ten Turns

Recording Sheet

M2 Ten Turns

C59-C60 Family Letter

M5 Ten-Frames for

Ten Turns

Number cubes with

numerals 1-3

1.2 Revisiting the 100 Chart

Can the students identify ad use

patterns in the number sequence

and on the 100 chart?

Can the students identify, read,

write and sequence numbers to

100?




and quantitatively


use of structure

Ongoing Assessment:


pg. 35

pattern Student activity book

3-4

Student Math


G24

M14 Missing Numbers

M15 100 Chart

M16 Missing Numbers

Recording Sheet

M17 50 Chart

1st Grade Math

Unit 8: Twos, Fives, and Tens

Investigation 1: Getting to 100

1. Counting,

composing and

decomposing

numbers

2. Adding and

subtracting small

amounts

3. Count larger

sets of objects

4. Count to more

than 50

5. Make sense of

and solve story

problems and

record their work

6. Some 2-

addend

combinations of

10

Unit 8



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Getting to 1001.3A Counting to 100 and Beyond





write and sequence numbers to 120

and beyond?



1OA.1

1.OA.2

1.OA.6

1.OA.8

1.NBT.1


and quantitatively


use of structure

Ongoing Assessment:


pg. CC87, CC88


5A-5G OR C63-C69

Student Math

Handbook 21-23, 27-

30, G18, G24

M15 100 Chart

M18 Blank 100 Chart

M19 101-200 Chart

1.4 Assessment: Counting Strips

Counting to 100 and Beyond





write and sequence numbers to 100

and beyond?



1.NBT.1 MP1: Make sense of


in solving them


and quantitatively





use of structure

M20 Assessment:

Counting Strips to 105

M21 Assessment:



15-9, 13

Student Math

Handbook 21-23, 27-

29, 30, G18, G24

M20 Assessment:


M21 Assessment:


2.1 How Many Hands?

Can the students count and

combine things that come in groups

of 2?

Can the students count by 2s?


for counting and combining?

1.OA.1

1.OA.5

1.OA.6

MP1: Make sense of


in solving them


and quantitatively

MP4: Model with

mathematics


use of structure

Ongoing Assessment:


pg. 56


14, 15, 16

Student Math

Handbook 24-25

1. Counting,

composing and

decomposing

numbers

2. Adding and

subtracting small

amounts

3. Count larger

sets of objects

4. Count to more

than 50

5. Make sense of

and solve story

problems and

record their work

6. Some 2-

addend

combinations of

10

Investigation 2: Twos, Fives, & Tens

Unit 8



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Getting to 1002.2 More Problems about Twos



of 2?

Can the students count by 2s? Can

the students record strategies for

counting and combining?

Can students see the 2:1

relationship (the number of hands in

a group of people)?

1.OA.1

1.OA.5

1.OA.6

1.NBT.1

MP1: Make sense of


in solving them


and quantitatively

MP4: Model with

mathematics


use of structure

Ongoing Assessment:


pg. 62-63


16,17-20, 21

Student Math

Handbook 24-25

2.3 Twos and Fours




of 2 and 4?



1.OA.1

1.OA.2

1.OA.5

1.OA.6

1.OA.8

1.NBT.1

MP1: Make sense of


in solving them


and quantitatively

MP4: Model with

mathematics


use of structure

Ongoing Assessment:


pg. 67


22, 23, 24

Student Math

Handbook 24-25

2.4 How Many Fingers?



of 5 and 10?


Can students see the 5:1

relationship (the number of fingers

and hands in a group of people)?

1.OA.1

1.OA.5

1.OA.6

1.NBT.1

1.NBT.2.a

MP1: Make sense of


in solving them


and quantitatively

MP4: Model with

mathematics


use of structure

Ongoing Assessment:


pg. 72


24-25

1. Counting,

composing and

decomposing

numbers

2. Adding and

subtracting small

amounts

3. Count larger

sets of objects

4. Count to more

than 50

5. Make sense of

and solve story

problems and

record their work

6. Some 2-

addend

combinations of

10

Unit 8



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Getting to 1002.5 How Many Squares?


for organizing sets of objects so that

they are easier to count and

combine?



of 1, 2, 4, 5, 10?

Can the students count by numbers

other than 1?



1.OA.1

1.OA.5

1.OA.6

1.NBT.1

MP1: Make sense of


in solving them


and quantitatively

MP4: Model with

mathematics


use of structure

Ongoing Assessment:


pg. 78, 79

addition equation

combine


14, 17-20, 22, 25-26,

28-29, 30-33, 34, 34A

OR C72

Student Math

Handbook 21-13, 24-

25

M22 Squares: Ones,

Twos, and Fives

M25 Squares: Set A

M26 Squares: Set B

M23-M24 Family

Letter

Writing About

Mathematical


manual p. 78-79

SAB p. 28-29, 30-33

2.6 How Many Feet?




combine?



of 1, 2, 4, 5, 10?


other than 1?



1.OA.1

1.OA.5

1.OA.6

1.NBT.1

1.NBT.2.a

MP1: Make sense of


in solving them


and quantitatively

MP4: Model with

mathematics


use of structure


28-29, 30-33, 35

Student Math

Handbook 21-23, 24-

25

M27 How Many

Squares?

1. Counting,

composing and

decomposing

numbers

2. Adding and

subtracting small

amounts

3. Count larger

sets of objects

4. Count to more

than 50

5. Make sense of

and solve story

problems and

record their work

6. Some 2-

addend

combinations of

10

Unit 8



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Getting to 1002.7 How We Counted




combine?



of 1, 2, 4, 5, 10?


other than 1?



1.OA.1

1.OA.5

1.OA.6

1.NBT.1

MP1: Make sense of


in solving them


and quantitatively

MP4: Model with

mathematics


use of structure


28-29, 30-33, 36

Student Math

Handbook 21-23, 24-

25

2.8 Assessment: How Many Squares?




combine?



of 1, 2, 5?



1.OA.5

1.OA.6

1.NBT.1

MP1: Make sense of


in solving them


and quantitatively

MP4: Model with

mathematics


use of structure

M29 Assessment: How

Many Squares?

On Going Assessment:

Observe students at work

pg. 88


37

Student Math

Handbook 21-23, 24-

25

M28 Squares: Set C

M29 Assessment:

How Many Squares?

Writing About

Mathematical


manual p. 89

Resource Master M29

1. Counting,

composing and

decomposing

numbers

2. Adding and

subtracting small

amounts

3. Count larger

sets of objects

4. Count to more

than 50

5. Make sense of

and solve story

problems and

record their work

6. Some 2-

addend

combinations of

10

Unit 8



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Getting to 1003.1 Games About Combinations of 10

Are the students fluent with the 2-



which the total (10) and one part

are known?

Do the students use addition

notation to record?

1.OA.7

1.OA.8

1.NBT.2.a

1.MD.3


and quantitatively

MP4: Model with

mathematics


use of structure

MP8: Look for and


repeated reasoning

Ongoing Assessment:


pg. 99, 100

addition notation

addend


38, 39A OR C73

Student Math


G23

M30 Make 10

Primary Numbers

Cards

M35 Tens Go Fish

M36-M37 Counters In

a Cup Records Sheet

and How Many Am I

Hiding? Recording

Sheet

Gameboard for Make

10

3.2 Roll Tens

Can the students add single-digit

numbers?

Can the students organize objects to

count them more efficiently?


1.NBT.1

1.NBT.2.a

1.NBT.2.c


and quantitatively

MP4: Model with

mathematics


use of structure

MP8: Look for and


repeated reasoning

Ongoing Assessment:


pg. 106


39, 40

Student Math

Handbook 21-23, G21

M38 Roll Tens 30 Mat

and 50 Mat

M39 Roll Tens

M40-M41 Roll Tens

100 Mat

1. Counting,

composing and

decomposing

numbers

2. Adding and

subtracting small

amounts

3. Count larger

sets of objects

4. Count to more

than 50

5. Make sense of

and solve story

problems and

record their work

6. Some 2-

addend

combinations of

10

Investigation 3: Tens

Unit 8



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Getting to 1003.3 Ten Plus

Can the students add single-digit

numbers?

Can the students think about

numbers to 20 in terms of how they

relate to 10 (e.g.,10 + ___ or <10)?

Can students determine equivalent

expressions for a given expression

(e.g., 7+8=10+__)?

1.OA.3

1.OA.6

1.NBT.2.a

1.NBT.2.b


and quantitatively

MP4: Model with

mathematics


use of structure

MP8: Look for and


repeated reasoning

Ongoing Assessment:


pg. 112

less then

equals


41

Student Math

Handbook 50-51, G22

M42-M43 Ten Plus

Recording Sheets 1-2

M44 Tens Plus

M45-M47 Teen

Number Cards

(optional)

3.4 Tens and Ones

Are the students developing a


combinations of 10?



(e.g., 7+8=10+__)?

Are the students developing

meaning for counting by groups of

10s?

Do the students consider a 2-digit

number as tens and ones?

1.OA.1

1.OA.2

1.OA.3

1.OA.6

1.OA.8

1.NBT.2.a-c


and quantitatively

MP4: Model with

mathematics


use of structure

MP8: Look for and


repeated reasoning

M48 Assessment

Checklist: Combinations

of Ten

combination Student activity book

42, 43A OR C74

Student Math

Handbook 48-49, 50-

51, G15, G21, G22,

G23

M48 Assessment

Checklist:

Combinations of Ten

3.5 Equivalent Expressions

Are the students developing a


combinations of 10?



(e.g., 7+8=10+__)?


Do the students consider notation

for the equivalent expressions (e.g.,

7+8=10+5)?

1.OA.3

1.OA.6

1.OA.8

1.NBT.1

1.NBT.2.a-c


and quantitatively

MP4: Model with

mathematics


use of structure

MP8: Look for and


repeated reasoning

the same as Student activity book

43

Student Math

Handbook 48-49, 50-

51, G1, G21, G22, G23

1. Counting,

composing and

decomposing

numbers

2. Adding and

subtracting small

amounts

3. Count larger

sets of objects

4. Count to more

than 50

5. Make sense of

and solve story

problems and

record their work

6. Some 2-

addend

combinations of

10

Unit 8



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Getting to 1003.6 End-of-Unit Assessment

Can the students solve a problem

about combining equal groups?



combinations of 10?

1.OA.5

1.OA.6

1.NBT.2.a

MP1: Make sense of


in solving them


and quantitatively





use of structure

M49 End-of-Unit

Assessment


44-45

Student Math

Handbook 44-45

M49 End-of-Unit

Assessment

4A.1 How Many Cubes

Can the students count by groups of

10s?

Do the students use a number to

represent a set of objects?

Can the students compare 2 digit

numbers and use notation to record

the results of the comparison (> <)?

1.NBT.1

1.NBT.2.a

1.NBT.3

1.NBT.4


and quantitatively

MP4: Model with

mathematics


use of structure

Ongoing Assessment:


pg. CC93


46-49 OR C75-C78, 50

OR C79

Roll Tens 30, 50 and

100 Mat

4A.2 Adding and Subtracting 10

Do the students use objects to

represent a number?

Can the students add and subtract

10 to/from two-digit numbers?

1.NBT.1

1.NBT.2.a

1.NBT.2.c

1.NBT.4

1.NBT.5


and quantitatively

MP4: Model with

mathematics


use of structure

Ongoing Assessment:


pg. CC99, CC100


51 OR C80, 52 OR C82

C81 Plus or Minus 10

Cards

M15 100 Chart

1. Counting,

composing and

decomposing

numbers

2. Adding and

subtracting small

amounts

3. Count larger

sets of objects

4. Count to more

than 50

5. Make sense of

and solve story

problems and

record their work

6. Some 2-

addend

combinations of

10

Investigation 4A: Adding & Subtracting with 2-digit Numbers

Unit 8



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Getting to 1004A.3 Adding with Cubes Can the

students use cubes in tens and ones

to represent a 2-digit number? Can

the students add a one-digit

number or a 10 to a2-digit number?

Can the students add a multiple of

10 to a 2-digit number?

1.NBT.1

1.NBT.2.a

1.NBT.2.c

1.NBT.4


and quantitatively

MP4: Model with

mathematics


use of structure

Ongoing Assessment:


pg. CC103, CC105


53 OR C83, 54 OR C86

C83 Addition

Recording Sheet

C84 Multiple of 10

Cards: Set A

C85 Multiple of 10

Cards Set B

M15 100 Chart

4A.4 How Many Now? Can the

students use cubes in tens and ones

to represent a 2-digit number? Can

the students subtract a multiple of

10 from a multiple of 10?

1.NBT.1

1.NBT.2.a

1.NBT.2.c

1.NBT.6


and quantitatively

MP4: Model with

mathematics


use of structure

Ongoing Assessment:


pg. CC108, CC109


55 OR C87, 58 OR C90

C88 Build and Remove

2

C89 Subtraction

Recording Sheet

4A.5 Assessment: Adding and

Subtracting Can the students use a

number to represent a set of objects

and vice versa? Can the students

add and subtract 10 to/from a 2-

digit number? Can the students add

a 1 digit number or a multiple of 10

to a 2-digit number? Can the

students subtract a multiple of 10

from a multiple of 10? Can the

students participate in a discussion

about addition problems that

involve regrouping in the ones

place?

1.NBT.1

1.NBT.2.a

1.NBT.2.c

1.NBT.3

1.NBT.4

1.NBT.5

1.NBT.6

1.MD.4

MP1: Make sense of


in solving them


and quantitatively

MP4: Model with

mathematics


use of structure

Ongoing Assessment:


pg. CC111

C91 Assessment: Adding

and Subtracting 10


59 OR C92

1. Counting,

composing and

decomposing

numbers

2. Adding and

subtracting small

amounts

3. Count larger

sets of objects

4. Count to more

than 50

5. Make sense of

and solve story

problems and

record their work

6. Some 2-

addend

combinations of

10

Unit 8



Sample


Interdisciplinary

Connections

Prior

Knowledges

1.1 Describing and Comparing Shapes

Can the students develop

vocabulary to describe 3-D shapes

and their attributes?

Can the students compare size,

shape and orientation of objects?

Can the students match a 3-D object

to a 2-D outline of one of its faces?

1.G.1 MP2: Reason abstractly

and quantitatively

MP4: Model with

mathematics

MP6: Attend to

precision


use of structure

Ongoing Assessment:


pg. 24, 26, 27

geometry

footprint


1

Student Math


90

M1-M2 Geoblock

Footprints: Sets A

and B

M3-M4 Family Letter

Cube Things

1.2 Describing and Comparing Shapes,

continued..








1.NBT.3

1.MD.4

1.G.1

1.G.2


and quantitatively

MP4: Model with

mathematics

MP6: Attend to

precision


use of structure

Ongoing Assessment:


pg. 31

face Student activity book

2-3

Student Math


90

M5 Geoblock

Footprints: Set C

1.3 Matching Blocks to Pictures








1.OA.1

1.OA.2

1.OA.6

1.OA.8

1.G.1


and quantitatively

MP4: Model with

mathematics


tool strategically

MP6: Attend to

precision

Ongoing Assessment:


pg. 36


3, 5

Student Math


89, 90

M9-M12 Geoblock

Pictures: Sheets A-D

M13 Boxes for Our

Collection

Sample Mystery Box

1st Grade Math

Unit 9: Blocks & Boxes

Investigation 1: Comparing & Constructing 3D Shapes

* experience

observing,

describing,

comparing,

sorting and

building 2D

shapes

* see relationship

between shapes

Unit 9



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Comparing & Constructing 3D Shapes1.4 Assessment: Blocks in a Sock


characteristics of 3-D objects by

touch?


to a 2-D picture of the object?







tool strategically

MP6: Attend to

precision


use of structure

Ongoing Assessment:


pg. 47, 50


9-10

Student Math

Handbook 53-57, 59-

60

M7-M8 Family Letter

Cube trains

1.5 Assessment: Matching Blocks to

Outlines


characteristics of 3-D objects by

touch?


to a 2-D picture of the object?






MP4: Model with

mathematics


tool strategically

MP6: Attend to

precision


use of structure

Ongoing Assessment:


pg. 45

M19 Assessment:

Matching Blocks to

Outlines


9-10

Student Math

Handbook 83, 88, 90

M19 Assessment:

Matching Blocks to

Outlines

Writing About

Mathematical


manual p. 48

SAB p. 10

2.1 Drawing Geoblocks

Can the students observe and

describe characteristics of 3-D

shapes?

Can the students make a 2-D

representation of a 3-D object or

structure?

1.OA.1

1.OA.2

1.OA.6

1.OA.8

MP4: Model with

mathematics


tool strategically

MP6: Attend to

precision

Ongoing Assessment:


pg. 70, 72

three-

dimensional (3-D)

two-dimensional

(2-D)


14-15

Student Math

Handbook 84

M20 Ways to Draw

Blocks

Geoblock buildings

Shapes with Curved

Sides

Writing About

Mathematical


manual p. 73

SAB p. 15

* experience

observing,

describing,

comparing,

sorting and

building 2D

shapes

* see relationship

between shapes

Investigation 2: Building a Block Town

Unit 9



Sample


Interdisciplinary

Connections

Prior

Knowledges

1st Grade Math


Investigation 1: Comparing & Constructing 3D Shapes2.2 Building from a Plan

Can the students observe and


shapes?



structure?

Can the students build a 3-D

construction from a 2-D

representation?

1.G.1

1.G.2

MP4: Model with

mathematics


tool strategically

MP6: Attend to

precision


use of structure

Ongoing Assessment:


pg. 76


17

Student Math

Handbook 84, 91

M21-M22 Family

Letter

2.3A Cones and Cylinders

Can the students recognize shapes

in the world?

Can the students observes and


shapes, including right circular

cones and cylinders?

1.MD.3

1.G.1

1.G.2


and quantitatively




MP4: Model with

mathematics

MP6: Attend to

precision

Ongoing Assessment:


pg. CC121

rectangular prism

sphere

cone

cylinder


18C, 18D

Student Math

Handbook 83, 85, 88




structure?

1.NBT.3

1.MD.4

1.G.1

1.G.2

MP1: Make sense of


in solving them


and quantitatively

MP4: Model with

mathematics

MP7: Look for and


End-of-Unit Assessment

M26 Matching Plans to

Buildings


31

Student Math


91

Four Geoblock

buildings with letter

labels

* experience

observing,

describing,

comparing,

sorting and

building 2D

shapes

* see relationship

between shapes

Unit 9

1st grade math - cicero public school district 99 essential questions content standards practices...

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