first grade curriculum map...three red apples and two green apples are on the table. how many apples...
TRANSCRIPT
Common Addition and Subtraction Situations
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 + 0 5 = 1 + 4, 5 + 4 + 1 5 = 2 + 3, 5 = 3 + 2
Difference Unknown
Bigger Unknown
Smaller Unknown
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 may fewer apples does Lucy have than Julie? 2 + ? = 5, 5 – 2 = ?
(Version with “more”): Julie has 3 more apples than Lucy. Lucy has two apples. How many
apples does Julie have? (Version with “fewer”):
Lucy has three fewer apples than Julie. Lucy has two apples. How many apples does Julie have?
2 + 3 = ?, 3 + 2 = ?
Julie has three more apples than Lucy. Julie has five apples. How many apples does Lucy have?
(Version with “fewer”): Lucy has three fewer apples than Julie. Julie has five apples. How many apples does Lucy have?
5 – 3 = ?, ? + 3 = 5
Addition Strategies Name Clarification Work Sample
Counting All
Student counts every number
Students are not yet able to add on from either addend, they must mentally build every number
8 + 9 1,2,3,4,5,6,7,8,9,10,11,12,13
Counting On
Transitional strategy
Student starts with 1 number and counts on from this point
8 + 9 8…9,10,11,12,13,14,15
Doubles/
Near Doubles
Student recalls sums for many doubles 8 + 9 8 + (8 + 1) (8 + 8) + 1 16 + 1 = 17
Making Tens
Student uses fluency with ten to add quickly 8 + 9 (7 + 1) + 9 7 + (1 + 9) 7 + 10 = 17
Making Friendly
Numbers/ Landmark Numbers
Friendly numbers are numbers that are easy to use in mental computation
Student adjusts one or all addends by adding or subtracting to make friendly numbers
Student then adjust the answer to compensate
23 + 48 23 + (48 + 2) 23 + 50 = 73 73 -2 =71
Compensation
Student manipulates the numbers to make them easier to add
Student removes a specific amount from one addend and gives that exact amount to the other addend
8 + 6 8 -1 =7 6 + 1 = 7 7 + 7 =14
Breaking Each
Number into its Place Value
Strategy used as soon as students understand place value
Student breaks each addend into its place value (expanded notations) and like place value amounts are combined
Student works left to right to maintain the magnitude of the numbers
24 + 38 (30 + 4) + (30 + 8) 20 + 30 = 50 4 + 8 = 12 50 + 12 = 62
Adding up in
Chunks
Follows place value strategy
Student keeps one addend whole and adds the second addend in easy to use chunks
More efficient than place value strategy because student is only breaking apart one addend
45 + 28 45 + ( 20 + 8) 45 + 20 = 65 65 + 8 = 73
Subtraction Strategies Name Clarification Sample
Adding up
Student adds up from the number being subtracted to the whole
The larger the jumps, the more efficient the strategy
Student uses knowledge of basic facts, doubles, making ten, and counting on
14 – 7 7… 8,9,10,11,12,13,14 (+1 each jump)
7 + 3= 10 10 + 4= 14
Counting Back
Strategy used by students who primarily view subtraction as taking away
Student starts with the whole and removes the subtracting in parts
Student needs the ability to decompose numbers in east to remove parts
65 – 32 65 – (10 + 10 + 10 + 2) 65, 55, 45, 35, 33 65 – (30 + 2) 65 – 30 = 35
35 – 2 = 33
Place Value
Student breaks each number into its place value (expanded notation)
Student groups like place values and subtracts
999 – 345 (900 + 90 + 9) – (300 + 40 + 5) 900 – 300 = 600 90 – 40 = 50 9 – 5 = 4 600 + 50 + 4 = 654
Keeping a Constant
Difference
Student understands that adding or subtracting the same amount from both numbers maintains the distance between the numbers
Student manipulates the numbers to create friendlier numbers
123 – 59 123 + 1 = 124 59 + 1 = 60 124 – 60 = 64
Adjusting the
Create and Easier Number
Strategy requires students to adjust only one of the numbers in a subtraction problem
Student chooses a number to adjust, subtracts, then adjusts the final answer to compensate
Students must understand part/whole relationships to reason through this strategy
123 – 59 59 + 1 = 60 123 – 60 = 63 I added 1 to make an easier number. 63 + 1 = 64 I have to add 1 to my final answer because I took away 1 too many.
Unknown Product 3 X 6 = ?
Group Size Unknown (How many in each group)
Number of Groups Unknown (How many groups?)
Equal Groups
There are 3 bags with 6 plums in each bag. How many plums are there in all? Measurement example: You need 3 lengths of string, each 6 inches long. How much string will you need altogether?
If 18 plums are shared equally into 3 bags, then how many plums will be in each bag? Measurement example: You have 18 inches of string, which you will cut into 3 equal pieces. How long will each piece of string be?
If 18 plums are to be packed 6 to a bag, then how many bags are needed? Measurement example: You have 18 inches of string, which you will cut into pieces that are 6 inches long. How many pieces of string will you have?
Arrays, Area
There are 3 rows of apples with 6 apples in each row. How many apples are there? Area example: What is the area of a 3 cm by 6cm rectangle?
If 18 apples are arranged into 3 equal rows, how may apples will be in each row? Area example: A rectangle has area 18 square centimeters. If one side is 3 cm long, how long is a side next to it?
If 18 apples are arranged into equal rows of 6 apples, how many rows will there be? Area example: A rectangle has area 18 square centimeters. If one side is 6cm long, how long is a side next to it?
Compare
A blue hat costs $6. A red hat cost 3 times as much as the blue hat. How much does the red hat cost? Measurement example: A rubber band is 6 cm long. How long will the rubber band be when it is stretched to be 3 times as long?
A red hat costs $18 and that is 3 times as much as a blue hat costs. How much does the blue bat cost? Measurement example: A rubber band is stretched to be 18 cm long and that is 3 times as long as it was at first. How long was the rubber band at first?
A red hat costs $18 and a blue hat costs $6. How many times as much does the red hat cost as the blue hat? Measurement example: A rubber band was 6 cm long at first. Now it is stretched to be 18 cm long. How many times as long is the rubber band now as it was at first?
General a x b = ? a x ? = p and p ÷ a = ? ? x b = p and p ÷ b =?
Multiplication Strategies Name Clarification Student Work Sample
Repeated Addition/Skip
Counting
Beginning strategy for students who are just learning multiplication
Connection to an array model provides an essential visual model
6 × 15 15+15+15+15+15+15 = 90 2 × 15 = 30 2 × 15 = 30 2 × 15 = 30 30 + 30 + 30 = 90
Friendly Numbers/Landmark
Numbers
Students who are comfortable multiplying by multiples of 10
9 × 15 Add 1 group of 15 10 × 15 = 150 We must now take off 1 group of 15. 150 – 15 = 135
Partial Products
strategy based on the distributive property and is the precursor for our standard U.S. algorithm
student must understand that the factors in a multiplication problem can be broken into addends
student can then u se friendlier numbers to solve more difficult problems
12 × 15 12 × (10 + 5) 12 × 10 = 120 12 × 5 = 60 120 + 60 =180
Breaking Factors into Smaller Factors
Strategy relies on students’ understand of breaking factors into smaller factors
Associate property
12 × 25 (3 × 4) × 25 3 × (4 × 25) (4 × 25) + (4 × 25) + (4 × 25) = 300
Doubling and Halving
Used by students who have an understanding of the concept of arrays with different dimensions but the same area
Student can double and halve numbers with ease Student doubles one factor and halves the other factor
8 × 25 8÷2 = 4 25 × 2 = 50 4 × 50 = 200
Division Strategies Name Clarification Student Work Sample
Repeated Subtraction/Sharing
Early strategy students use when they are developing multiplicative reasoning
Repeated subtraction is one of the least efficient division strategies Presents opportunities to make connections to multiplication
30 ÷ 5 30 – 5 = 25 25 – 5 = 20 20÷5 = 15 15 – 5 = 10 10 – 5 = 5 5 – 5 = 0 I took out 6 groups of 5 30 ÷ 5 = 6
Multiplying Up
Strategy is a natural progression from repeated subtraction
Student uses strength in multiplication to multiply up to reach the dividend
Students relying on smaller factors and multiples will benefit from discussions related to choosing more efficient factors
384 ÷ 16 10 × 16 = 160 384 – 160 = 224 10 × 16 = 160 224 – 160 = 64 2 × 16 = 32 64 – 32 = 32 2 × 16 = 32 32 – 32 = 0
10 + 10 + 2 + 2 = 24
Partial Quotients
Maintains place value
Allows students to work their way toward the quotient by using friendly numbers such as ten, five, and two
As the student chooses larger numbers, the strategy becomes more efficient
384 ÷ 16 _____ 16) 384 -160 224 -160 64 -32 32 -32
0
Proportional
Reasoning
Students who have a strong understand of factors, multiples, and fractional reasoning
Students’ experiences with doubling and halving to solve multiplication problems can launch an investigation leading to the idea that you can divide the dividend and the divisor by the same number to create a friendlier problem
384 ÷ 16 384 ÷ 16 ÷2 ÷2 192 ÷ 8 ÷2 ÷2 96 ÷ 4 ÷2 ÷2 48 ÷ 2 = 24 384 ÷ 16 = 24
Problem Solving Strategies Focus
By Grade Level
Grade Level Strategies Kindergarten Use Objects
First Review Previous Grades
Draw a Picture
Use a Number Sentence
Second Review Previous Grades
Find a Pattern
Make a Table
Third Review Previous Grades
Work Backwards
Make It Simpler
Fourth Review Previous Grades
Make an Organized List
Guess and Check
Fifth Review Previous Grades
Use Logical Reasoning
Sixth: Students should know all strategies that will be
used all year.
Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade 2-dimensional 3-dimensional Addition Array Attributes Compose Decompose Edges Equal sign Equation Greater than Least Less Less than Mental images Missing number More Most Number Number line Number word Numeral Object Patterned arrangement Place value Rectangular array Solve Sort Subtraction Symbol Tally marks Vertices Whole number Write
Analog clock Attributes Composite shape Counting on Data Decompose Defining attribute Digit Digital clock Equal sign Equation Equivalent Face Find mentally Fourths/quarters Halves Non-defining Non-standard unit Number pattern Numeral Operations Ordinal number Partition Place Value Properties of Strategy Sum Symbol Unknown number Value Whole number
Analog clock Arrays Associative prop of addition Bar graph Commutative prop of addition Compose Cube Data set Decompose Digit Equation Equivalent Estimate Even Expanded form Extend Face Fluently Fourths Halves Identical wholes Investigate Length Measure Models Number line Odd Ordered set Ordinal numbers Partition Picture graph Place value Plot Predict Prism Reasonable Represent Right rectangular Rule Side Standard form Sum Symbol Thirds Unit Value Vertex Volume Whole number Word form
Analog clock Area Area model Array Attribute Endpoint Equal-sized groups Equivalent Equivalent fraction Expanded form Fluently Frequency table Interval Inverse Line plot Mass Models Multiplicative identity of 1 Multiplicative property Of 0 Number line Partitioned Perimeter Place value Polygon Property of 0 in division Property of 1 in division Quantity Quotient Scaled bar graph Scaled picture graph Standard from Tools Unit fraction Volume Whole number Word form
Algorithmic approach Area Circle graph Decompose Decompose a fraction Denominator Equivalent Equivalent fraction Expanded form Fluently Fraction Improper fraction Inverse operation Line plot Mass Mixed numbers Model Numerator Parallel line Parallelogram Perimeter Perpendicular line Place value Quadrilateral Quotient Ray Rhombus Standard form Symmetry Trapezoid Triangle Volume Whole number Word form
Acute triangle Algorithmic approach Coordinate plane Coordinates Diameter Equation Equilateral triangle Equivalence Estimate Experiment Expression Fluently Isosceles triangle Mean Median Mode Number line Number sense Observations Obtuse triangle Ordered pairs Origin Percent Place value Polygon Product Quadrant Quotient Radius Right triangle Scalene triangle Solid figure Survey Unit fraction Volume
Absolute value Algorithmic approach Box plots Center Complex shape Composing Composite numbers Constraint Decomposing Dependent variable Distribution Double number line Fluently Greatest common factor Histograms Independent variable Integer number system Interquartile range Least common multiple Line plot Magnitude Mean Median Net Prime numbers Proportional relationship Quotient Range Rate Ratio Rational number Spread Surface area Tables of equivalent ratio Tape diagrams Unit rate Variability Volume
2018-19 Mont Pacing Guide
Test 1 Weeks 1-4
Week 1 1.NS.1: Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral.
Week 2 1.NS.1: Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral.
Week 3 1.NS.3: Match the ordinal numbers first, second, third, etc., with an ordered set up to 10 items.
Week 4 1.NS.1: Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral.
Test 2: Weeks 5-7
Week 5 1.CA.6: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 1.NS.4: Use place value understanding to compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Week 6 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.DA.1: Organize and interpret data with up to three choices (What is your favorite fruit? apples, bananas, oranges); ask and answer questions about the total number of data points, how many in each choice, and how many more or less in one choice compared to another.
Week 7 Begin with basic addition problems. 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9);
using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand the role of 0 in addition and subtraction. 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem).
Week 8 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand the role of 0 in addition and subtraction. 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.NS.6: Show equivalent forms of whole numbers as groups of tens and ones, and understand that the individual digits of a two-digit number represent amounts of tens and ones. 1.NS.2: Understand that 10 can be thought of as a group of ten ones — called a “ten." Understand that the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Understand that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
Test 3 Weeks 9-11
Week 9 1.NS.2: Understand that 10 can be thought of as a group of ten ones — called a “ten." Understand that the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Understand that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 1.NS.6: Show equivalent forms of whole numbers as groups of tens and ones, and understand that the individual digits of a two-digit number represent amounts of tens and ones. 1.NS.5: Find mentally 10 more or 10 less than a given two-digit number without having to count, and explain the thinking process used to get the answer.
Week 10 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.CA.3: Create a real-world problem to represent a given equation involving addition and subtraction within 20. 1.CA.5: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten. 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand the role of 0 in addition and subtraction.
Week 11 1.CA.4: Solve real-world problems that call for addition of three whole numbers whose sum is within 20 (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem).
Test 4 Weeks 12-14
Week 12 1.CA.5: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten. 1.CA.7: Create, extend, and give an appropriate rule for number patterns using addition within 100. 1.NS.5: Find mentally 10 more or 10 less than a given two-digit number without having to count, and explain the thinking process used to get the answer.
Week 13 1.CA.5: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten.
1.CA.3: Create a real-world problem to represent a given equation involving addition and subtraction within 20.
Week 14 1.CA.5: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten. (look at second grade standard correlations)
Test 5 Weeks 15-17
Week 15 1.CA.5: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten. (look at second grade standard correlations)
Week 16 1.CA.5: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten. (look at second grade standard correlations)
Week 17 1.G.1: Identify objects as two-dimensional or three-dimensional. Classify and sort two-dimensional and three-dimensional objects by shape, size, roundness and other attributes. Describe how two-dimensional shapes make up the faces of three-dimensional objects. 1.G.2: Distinguish between defining attributes of two- and three-dimensional shapes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size). Create and draw two-dimensional shapes with defining attributes.
Test 6 Weeks 18-21
Week 18 1.G.3: Use two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. [In grade 1, students do not need to learn formal names such as "right rectangular prism."] 1.G.4: Partition circles and rectangles into two and four equal parts; describe the parts using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of, the parts. Understand for partitioning circles and rectangles into two and four equal parts that decomposing into equal parts creates smaller parts.
Week 19 1.M.2: Tell and write time to the nearest half-hour and relate time to events (before/after, shorter/longer) using analog clocks. Understand how to read hours and minutes using digital clocks.
Week 20 1.CA.5: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten.
Week 21 1.CA.5: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten.
Test 7 Weeks 22-24
Week 22 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). **No decomposing a group of 10**
Week 23 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand the role of 0 in addition and subtraction. 1.CA.3: Create a real-world problem to represent a given equation involving addition and subtraction within 20.
Week 24 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand the role of 0 in addition and subtraction.
Test 8 Weeks 25-28
Week 25 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem).
Week 26 1.CA.5: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten. Review addition and subtraction.
Week 27 Review addition (regrouping) and subtraction (no regrouping)
Week 28 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand the role of 0 in addition and subtraction. 1.CA.6: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2).
Test 9 Weeks 29-21
Week 29 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand the role of 0 in addition and subtraction. **subtraction decomposing a group of ten**
Week 30 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). **subtraction decomposing a group of ten**
Week 31 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem).
Week 32 1.M.1: Use direct comparison or a nonstandard unit to compare and order objects according to length, area, capacity, weight, and temperature. 1.M.2: Tell and write time to the nearest half-hour and relate time to events (before/after, shorter/longer) using analog clocks. Understand how to read hours and minutes using digital clocks.
Week 33 1.M.3: Find the value of a collection of pennies, nickels, and dimes.
Week 34 Review addition and subtraction with and without regrouping. 1.M.2: Tell and write time to the nearest half-hour and relate time to events (before/after, shorter/longer) using analog clocks. Understand how to read hours and minutes using digital clocks. 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem).
Week 35 2.NS.2: Read and write whole numbers up to 1,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 1,000.
Week 36 2.NS.3: Plot and compare whole numbers up to 1,000 on a number line.
Weeks 1-4:
Problem Solving: Should be embedded within daily instruction:
Make sense of problems and persevere in
solving them.
PS.1
Reason
abstractly and quantitatively
PS.2
Construct viable arguments and
critique the reasoning of
others PS.3
Model with
Mathematics
PS.4
Use appropriate
tools strategically
PS.5
Attend to precision
PS.6
Look for and make sure of
structure
PS. 7
Look for and
express regularity in repeated reasoning
PS.8
DOK (Depth of Knowledge)
Level 1: identify, list, label, illustrate,
measure, state, tell, use, match
Level 2: graph, classify, cause/effect,
estimate, compare, infer, construct, summarize, interpret,
estimate
Level 3: Revise, critique, construct, investigate, cite evidence,
conclusions, assess
Level 4: Design, connect, synthesize, critique,
analyze, create, prove, apply concepts
Standards taught three weeks: Grade Level Correlation 1.NS.1: Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral.
1.NS.1: Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral.
1.NS.3: Match the ordinal numbers first, second, third, etc., with an ordered set up to 10 items.
1.NS.1: Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral.
K.NS.1: Count to at least 100 by ones and tens and count on by one from any number.
Week 1:
Standard: 1.NS.1: Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral. Students will:
Count to 120 by ones from any given number
Count to 120 by fives from any given number
Count to 120 by tens from any given number First grade standard is AT LEAST 120. At the start of the year, kindergarten standard of counting to 100 should be reviewed.
AIMS:
Count By Shoes, Count By Twos Internet Resources: www.cpalms.org
Over a Hundred Hungry Ants: Counting to 120
www.grade1commoncoremath.wikispace.hcpss.org
After Before Between Digit Fives Group Hundred Next Number Numeral Ones Order Pattern Place value Range Represent Sequence Sets Tens Three-digit Two-digit Value
Week 2:
Standard: 1.NS.1: Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral. Students will:
Represent a number with objects
Represent a number with a written numeral Example: How many dogs are below?
Resources:
Count By Shoes, Count By Twos www.cpalms.org
Over a Hundred Hungry Ants: Counting to 120
After Before Between Digit Fives Group Hundred Next Number Numeral Ones Order Ordered set Ordinal number Pattern Place value Range Represent Sequence Set Strategy Tens Three-digit Two-digit Value
Week 3:
Standard: 1.NS.3: Match the ordinal numbers first, second, third, etc., with an ordered set up to 10 items. Students will:
Match ordinal numbers with an ordered set up to 10 Example:
Resources:
After Before Between Digit Eighth Fifth First Fourth Match Next Ninth Number Numeral Order Ordered set Ordinal numbers Pattern Represent Second Sequence Set Seventh Sixth Tenth Third
Week 4:
Standard: 1.NS.1: Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral. Students will:
Count to at least 120 by 10’s from any given number (review)
Read numerals up to 120
Write numerals up to 120
Represent a number of objects with a written numeral for this range
Resources:
Count By Shoes, Count By Twos www.cpalms.org
Cookie Subtraction
Word Problem Lesson
Addition Stories at the Food Store
After Before Between Digit Eighth Fifth First Fives Fourth Group Hundred Next Ninth Number Numeral Ones Order Pattern Place value Range Read Represent Second Sequence Sets Seventh Sixth Strategy Tens Tenth Third Value
Write
Weeks 5-8:
Problem Solving: Should be embedded within daily instruction:
Make sense of problems and persevere in
solving them.
PS.1
Reason
abstractly and quantitatively
PS.2
Construct viable arguments and
critique the reasoning of
others PS.3
Model with
Mathematics
PS.4
Use appropriate
tools strategically
PS.5
Attend to precision
PS.6
Look for and make sure of
structure
PS. 7
Look for and
express regularity in repeated reasoning
PS.8
DOK (Depth of Knowledge)
Level 1: identify, list, label, illustrate,
measure, state, tell, use, match
Level 2: graph, classify, cause/effect,
estimate, compare, infer, construct, summarize, interpret,
estimate
Level 3: Revise, critique, construct, investigate, cite evidence,
conclusions, assess
Level 4: Design, connect, synthesize, critique,
analyze, create, prove, apply concepts
Standards taught three weeks: Grade Level Correlation 1.CA.6: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 1.NS.4: Use place value understanding to compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand the role of 0 in addition and subtraction. 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand the role of 0 in addition and subtraction. 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.NS.6: Show equivalent forms of whole numbers as groups of tens and ones, and understand that the individual digits of a two-digit number represent amounts of tens and ones. 1.NS.2: Understand that 10 can be thought of as a group of ten ones — called a “ten." Understand that the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Understand that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] K.CA.4: Find the number that makes 10 when added to the given number for any number from 1 to 9 (e.g., by using objects or drawings), and record the answer with a drawing or an equation. K.NS.7: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching and counting strategies). K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals. K.NS.9: Use correctly the words for comparison, including: one and many; none, some and all; more and less; most and least; and equal to, more than and less than. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings.
Week 5:
Standard: 1.CA.6: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). Students will:
Use place value understanding
Record results of comparisons
Understand the meaning of the equal sign: 5 is the same as 2 and 3 (5 = 2 + 3) 4 and 6 are the same as 10 (4 + 6 = 10) 2 and 4 balances 3 and 3 (2 + 4 = 3 + 3)
7 balances 7 (7 = 7)
Resources:
Telling Tales
Space Probe
Through the Window Numbers
Safari Sums and Differences
Pound Pooches
Balanced Compare Digit Equal Equal sign Equal to (=) Equation Greater than (>) Less than (<) Numeral Place Value Record Value Whole number
Week 6:
Standards: 1.NS.4: Use place value understanding to compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). Students will:
Use place value understanding
Compare two two-digit numbers(11-99) based on meanings of the tens and ones digit
Record results of comparisons
Record using comparison symbols (<, >, =)
Determine when a 2-digit number is greater than, less than, or equal to another 2-digit number
Explain why a 2-digit number is greater than, less than, or equal to another 2-digit number HINT: Commonly used instructional aids (e.g., Pac Man, bird, alligator, etc.) for knowing which comparison sign (e.g., <, >, =) to use do not advance student understanding. Additionally, students do not associate the
real meaning and name with the sign.
Resources:
Pond Problems
Compare Equal to (=) Greater than (>) Interpret Less than (<) Numeral Place value Results Strategy Symbol Two digits Value Whole number
Week 7: BEGIN ADDITION FACTS
Standards: 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand the role of 0 in addition and subtraction. 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). Students will:
Solve real-world problems involving addition within 20
Solve real-world problems involving subtractions within 20
Solve by adding to, taking apart, and comparing
Solve for unknowns in all parts of addition
Use objects, drawings, and equations with a symbol for unknown numbers to represent the problem
Understand the role of 0 in addition Example: Symbols of unknown numbers may be, but are not limited to the following: 3 + __= 7 9 = 5 + ____ 4 + 2 = ____
What is the addition number sentence goes with this picture?
AIMS:
Following the Rules
Tens to Ones Telling Tales
Through the Window
Numbers
Safari Sums and Differences
Pound Pooche I See, You See
Turn Around Taxi Space Probe
Add Addend Counting on Difference Digit Equals Equation Equivalent Fact family Numeral Solve Sum Symbol Unknown number Value Whole number
Week 8:
Standards: 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand the role of 0 in addition and subtraction. 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.NS.6: Show equivalent forms of whole numbers as groups of tens and ones, and understand that the individual digits of a two-digit number represent amounts of tens and ones. 1.NS.2: Understand that 10 can be thought of as a group of ten ones — called a “ten." Understand that the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Understand that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Students will:
Understand how to make a group of ten
Solve for unknown addition numbers
Use objects to represent a problem
Illustrate a problem
Use a symbol for an unknown number
Make an equivalent form of whole numbers
Understand place value of tens
Understand place value of ones
Resources:
Following the Rules
Tens to Ones
Telling Tales
Space Probe
Through the Window Numbers
Safari Sums and Differences
Clowning around with the
Facts
Seek and Hide
Tic Tac Ten and Twenty
Rally with Differences
Addition Compose Counting on Decompose Digit Equation Equivalent Group Number Numeral Ones Order Pattern Place value Range Represent Sequence Sets Strategy Sum Symbol Ten Unknown number Value Whole number
Weeks 9-11:
Problem Solving: Should be embedded within daily instruction:
Make sense of problems and persevere in
solving them.
PS.1
Reason
abstractly and quantitatively
PS.2
Construct viable arguments and
critique the reasoning of
others PS.3
Model with
Mathematics
PS.4
Use appropriate
tools strategically
PS.5
Attend to precision
PS.6
Look for and make sure of
structure
PS. 7
Look for and
express regularity in repeated reasoning
PS.8
DOK (Depth of Knowledge)
Level 1: identify, list, label, illustrate,
measure, state, tell, use, match
Level 2: graph, classify, cause/effect,
estimate, compare, infer, construct, summarize, interpret,
estimate
Level 3: Revise, critique, construct, investigate, cite evidence,
conclusions, assess
Level 4: Design, connect, synthesize, critique,
analyze, create, prove, apply concepts
Standards taught three weeks: Grade Level Correlation 1.NS.2: Understand that 10 can be thought of as a group of ten ones — called a “ten." Understand that the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Understand that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 1.NS.6: Show equivalent forms of whole numbers as groups of tens and ones, and understand that the individual digits of a two-digit number represent amounts of tens and ones. 1.NS.5: Find mentally 10 more or 10 less than a given two-digit number without having to count, and explain the thinking process used to get the answer. 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand the role of 0 in addition and subtraction. 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.CA.3: Create a real-world problem to represent a given equation involving addition and subtraction within 20. 1.CA.5: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten. 1.CA.4: Solve real-world problems that call for addition of three whole numbers whose sum is within 20 (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem).
K.NS.1: Count to at least 100 by ones and tens and count on by one from any number.
K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings. K.NS.3: Find the number that is one more than or one less than any whole number up to 20. K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem).
Week 9:
Standards: 1.NS.2: Understand that 10 can be thought of as a group of ten ones — called a “ten." Understand that the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Understand that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 1.NS.6: Show equivalent forms of whole numbers as groups of tens and ones, and understand that the individual digits of a two-digit number represent amounts of tens and ones. 1.NS.5: Find mentally 10 more or 10 less than a given two-digit number without having to count, and explain the thinking process used to get the answer. Students will:
Understand how to make a group of ten
Make equivalent forms of whole numbers
Use ones to make a group of ten
Understand place value of ones
Understand place value of tens
Find 10 more mentally
Find 10 less mentally
Resources:
Following the Rules
Tens to Ones Puzzling Number Patterns
Digit Equivalent Find mentally Group Less More Numeral Ones Place Value Strategy Tens Two-digit Value Whole number
Week 10: NO COMPOSING A GROUP OF 10
Standards:
1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand the role of 0 in addition and subtraction. 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.CA.3: Create a real-world problem to represent a given equation involving addition and subtraction within 20. 1.CA.5: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten. Students will:
Use the strategy of “adding to” a number
Use the strategy of “putting together”
Create a problem to represent an equation involving addition
Add two digit and one digit numbers (NO REGROUPING)
Resources:
Telling Tales
Space Probe
Through the Window
Numbers
Safari Sums and
Differences
Pound Pooches Following the Rules
Tens to Ones
Adding to Digit Equation Numeral Properties of operations Putting together Strategy Symbol Two-digit Unknown number Value Whole number
Week 11:
Standard:
1.CA.4: Solve real-world problems that call for addition of three whole numbers whose sum is within 20 (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). Students will:
Solve real-world problems in addition
Use strategies: 1. Use objects 2. Draw pictures
Add three numbers within 20
Use a symbol for unknown number
Resources:
I See, You See
Turn Around Taxi
Following the Rules
Puzzling Number Patterns
Telling Tales
Space Probe
Through the Window Numbers
Safari Sums and Differences
Pound Pooches
Add
Addition
Digit
Explain
Models
Multiple
Numeral
One-digit
Place value
Reasoning
Represent Solve Strategy
Sum
Symbol
Unknown number
Value
Whole number
Weeks 12-14
Problem Solving: Should be embedded within daily instruction:
Make sense of problems and persevere in
solving them.
PS.1
Reason
abstractly and quantitatively
PS.2
Construct viable arguments and
critique the reasoning of
others PS.3
Model with
Mathematics
PS.4
Use appropriate
tools strategically
PS.5
Attend to precision
PS.6
Look for and make sure of
structure
PS. 7
Look for and
express regularity in repeated reasoning
PS.8
DOK (Depth of Knowledge)
Level 1: identify, list, label, illustrate,
measure, state, tell, use, match
Level 2: graph, classify, cause/effect,
estimate, compare, infer, construct, summarize, interpret,
estimate
Level 3: Revise, critique, construct, investigate, cite evidence,
conclusions, assess
Level 4: Design, connect, synthesize, critique,
analyze, create, prove, apply concepts
Standards taught three weeks: Grade Level Correlation
1.CA.5: Add within 100, including adding a two digit number and a one digit number, and adding a two digit number and a multiple of 10, using models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two digit numbers, one and tens and tens, ones and ones, and that sometimes it is necessary to compose a 10. 1.NS.5: Find mentally 10 more or 10 less than a given two-digit number without having to count, and explain the thinking process used to get the answer. 1.CA.7: Create, extend, and give an appropriate rule for number patterns using addition within 100. 1.G.4: Partition circles and rectangles into two and four equal parts; describe the parts using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of, the parts. Understand for partitioning circles and rectangles into two and four equal parts that decomposing into equal parts creates smaller parts
1.G.4: Partition circles and rectangles into two and four equal parts; describe the parts using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of, the parts. Understand for partitioning circles and rectangles into two and four equal parts that decomposing into equal parts creates smaller parts.
K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.NS.3: Find the number that is one more than or one less than any whole number up to 20. K.CA.5: Create, extend, and give an appropriate rule for simple repeating and growing patterns with numbers and shapes.
Week 12: NO COMPOSING A GROUP OF TEN
Standards: 1.CA.5: Add within 100, including adding a two digit number and a one digit number, and adding a two digit number and a multiple of 10, using models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two digit numbers, one and tens and tens, ones and ones, and that sometimes it is necessary to compose a 10. 1.NS.5: Find mentally 10 more or 10 less than a given two-digit number without having to count, and explain the thinking process used to get the answer. 1.CA.7: Create, extend, and give an appropriate rule for number patterns using addition within 100. Students will:
Add numbers within 100
Add numbers within 100 using 2 digit and one digit numbers
Add 2 digit with multiples of 10
Use a strategy to solve addition problems
Explain reasoning in an explanation
Develop a rule for patterns in addition
Resources:
Telling Tales
Space Probe
Through the Window Numbers
Safari Sums and Differences
Pound Pooches Following the Rules
Tens to Ones
Addition Digit Explain Find mentally Number pattern Numeral Properties of operations Reasoning Rule Strategy Sum Two-digit Value Whole number
Week 13:
Standard: 1.G.4: Partition circles and rectangles into two and four equal parts; describe the parts using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of, the parts. Understand for partitioning circles and rectangles into two and four equal parts that decomposing into equal parts creates smaller parts. Students will:
Partition circles into 2 equal parts
Partition rectangles into 2 equal parts
Partition circles into 4 equal parts
Partition rectangles into 4 equal parts
Resources:
Biscuit Bunny Fractions Cube Combos
Packing up Pieces
Circles Decompose Equal Fourths Halves Partition Quarters Rectangle
Week 14:
Standard: 1.G.4: Partition circles and rectangles into two and four equal parts; describe the parts using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of, the parts. Understand for partitioning circles and rectangles into two and four equal parts that decomposing into equal parts creates smaller parts. Students will:
Partition circles into 2 equal parts
Partition rectangles into 2 equal parts
Partition circles into 4 equal parts
Partition rectangles into 4 equal parts
Use phrases to describe the parts using words
Resources:
Biscuit Bunny
Fractions Cube Combos
Packing up Pieces
Circle Decompose Equal Fourth of Fourths Half of Halves Partition Quarter of Quarters Rectangle Whole number
Weeks 15--17:
Problem Solving: Should be embedded within daily instruction:
Make sense of problems and persevere in
solving them.
PS.1
Reason
abstractly and quantitatively
PS.2
Construct viable arguments and
critique the reasoning of
others PS.3
Model with
Mathematics
PS.4
Use appropriate
tools strategically
PS.5
Attend to precision
PS.6
Look for and make sure of
structure
PS. 7
Look for and
express regularity in repeated reasoning
PS.8
DOK (Depth of Knowledge)
Level 1: identify, list, label, illustrate,
measure, state, tell, use, match
Level 2: graph, classify, cause/effect,
estimate, compare, infer, construct, summarize, interpret,
estimate
Level 3: Revise, critique, construct, investigate, cite evidence,
conclusions, assess
Level 4: Design, connect, synthesize, critique,
analyze, create, prove, apply concepts
Standards taught three weeks: Grade Level Correlation 1.G.4: Partition circles and rectangles into two and four equal parts; describe the parts using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of, the parts. Understand for partitioning circles and rectangles into two and four equal parts that decomposing into equal parts creates smaller parts.
1.G.1: Identify objects as two-dimensional or three-dimensional. Classify and sort two-dimensional and three-dimensional objects by shape, size, roundness and other attributes. Describe how two-dimensional shapes make up the faces of three-dimensional objects. 1.G.2: Distinguish between defining attributes of two- and three-dimensional shapes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size). Create and draw two-dimensional shapes with defining attributes.
K.G.2: Compare two- and three-dimensional shapes in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).
Week 15:
Standard: 1.G.4: Partition circles and rectangles into two and four equal parts; describe the parts using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of, the parts. Understand for partitioning circles and rectangles into two and four equal parts that decomposing into equal parts creates smaller parts. Students will:
Identify objects as two dimensional and three dimensional
Construct or draw a shape when given specific defining attributes
Example: model a closed figure with 4 sides and 4 vertices
Combine two-dimensional shapes to create a composite shape (example: two triangles make a square)
Resources:
Biscuit Bunny
Fractions
Circle
Closed figure
Decompose
Flat
Fourths Half-circle
Halves
Partition Quarters Rectangle
Week 16:
Standard: 1.G.1: Identify objects as two-dimensional or three-dimensional. Classify and sort two-dimensional and three-dimensional objects by shape, size, roundness and other attributes. Describe how two-dimensional shapes make up the faces of three-dimensional objects. Students will:
Identify objects as two dimensional and three dimensional
Classify/sort two dimensional and three dimensional shapes using attributes
1. Shape
2. Size
3. Roundness
Explain attributes are features that are always true for classifying and identifying shapes
1. Closed
2. Number of sides
3. Vertices
Explain that non-defining attributes are features that may be present but are not always true for
every shape
1. Color
2. Size
3. Texture
4. Orientation
Construct or draw a shape when given specific defining attributes
Example: model a closed figure with 4 sides and 4 vertices
Combine two-dimensional shapes to create a composite shape (example: two triangles make a
square)
Combine three-dimensional solids to create or model a solid
Resources:
Shape Takers
Meaty Math Cube Combos
Packing up Pieces
Shape Takers
2-D 3-D Attributes
Circle
Closed figure
Compare
Composite shape
Cone
Cube
Cylinder
Decompose
Defining attributes
Face
Flat
Half-circle
Halves
Non-defining attributes
Open figure
Rectangle
Rectangular prism
Side
Solid
Sort
Square
Trapezoid
Triangle
Vertex
Vertices
Week 17:
Standard: 1.G.2: Distinguish between defining attributes of two- and three-dimensional shapes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size). Create and draw two-dimensional shapes with defining attributes. Students will:
Identify objects as two dimensional and three dimensional
Classify/sort two dimensional and three dimensional shapes using attributes
4. Shape
5. Size
6. Roundness
Explain attributes are features that are always true for classifying and identifying shapes
4. Closed
5. Number of sides
6. Vertices
Explain that non-defining attributes are features that may be present but are not always true for
every shape
5. Color
6. Size
7. Texture
8. orientation
Construct or draw a shape when given specific defining attributes
Example: model a closed figure with 4 sides and 4 vertices
Combine two-dimensional shapes to create a composite shape (example: two triangles make a
square)
Combine three-dimensional solids to create or model a solid
Resources:
Cube Combos
Packing up Pieces
Shape Takers
Meaty Math
Cube Combos
Packing up Pieces
Attributes
Circle
Closed figure
Compare
Compose
Cone
Cube
Cylinder
Decompose
Defining attributes
Face
Flat
Half-circle
Halves Non-defining attributes
Open figure
Rectangle
Rectangular prism
Side
Solid
Sort
Square
Trapezoid
Triangle
Vertex
Vertices
Weeks 18-21:
Problem Solving: Should be embedded within daily instruction:
Make sense of problems and persevere in
solving them.
PS.1
Reason
abstractly and quantitatively
PS.2
Construct viable arguments and
critique the reasoning of
others PS.3
Model with
Mathematics
PS.4
Use appropriate
tools strategically
PS.5
Attend to precision
PS.6
Look for and make sure of
structure
PS. 7
Look for and
express regularity in repeated reasoning
PS.8
DOK (Depth of Knowledge)
Level 1: identify, list, label, illustrate,
measure, state, tell, use, match
Level 2: graph, classify, cause/effect,
estimate, compare, infer, construct, summarize, interpret,
estimate
Level 3: Revise, critique, construct, investigate, cite evidence,
conclusions, assess
Level 4: Design, connect, synthesize, critique,
analyze, create, prove, apply concepts
Standards taught three weeks: Grade Level Correlation
1.G.3: Use two dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles) or three dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (In grade 2, students do not need to learn formal names such as “right rectangular prism”.) 1.M.2: Tell and write time to the nearest half-hour and relate time to events (before/after, shorter/longer) using analog clocks. Understand how to read hours and minutes using digital clocks. 1.CA.5: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten. 1.CA.5: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten.
K.G.3: Model shapes in the world by composing shapes from objects (e.g., sticks and clay balls) and drawing shapes. K.M.2: Understand concepts of time, including: morning, afternoon, evening, today, yesterday, tomorrow, day, week, month, and year. Understand that clocks and calendars are tools that measure time. K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10.
Week 18:
Standard: 1.G.3: Use two dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles) or three dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (In grade 2, students do not need to learn formal names such as “right rectangular prism”.) Students will:
Identify objects as two dimensional and three dimensional
Classify/sort two dimensional and three dimensional shapes using attributes 7. Shape 8. Size 9. Roundness
Explain attributes are features that are always true for classifying and identifying shapes 7. Closed 8. Number of sides 9. Vertices
Explain that non-defining attributes are features that may be present but are not always true for every shape 9. Color 10. Size 11. Texture 12. orientation
Construct or draw a shape when given specific defining attributes Example: model a closed figure with 4 sides and 4 vertices
Combine two-dimensional shapes to create a composite shape (example: two triangles make a square)
Combine three-dimensional solids to create or model a solid
Resources:
Cube Combos
Packing up Pieces
Shape Takers
Meaty Math
Cube Combos
Packing up Pieces
Attributes Circle Closed figure Compare Compose Composite shape Cone Cube Cylinder Decompose Defining attributes Flat Half-circle Halves Non-defining attributes Open figure Rectangle Rectangular prism Shape Side Solid Sort Square Trapezoid Triangle Two-dimensional Vertex Vertices
Week 19:
Standard: 1.M.2: Tell and write time to the nearest half-hour and relate time to events (before/after, shorter/longer) using analog clocks. Understand how to read hours and minutes using digital clocks. **Time will be tested on assessment 4C Students will:
Identify a digital clock
Identify an analog clock
Identify parts of an analog clock
Read hours and minutes
Tell how many minutes are in one whole hour
Explain why 30 minutes is half an hour
Use their understanding of halves and wholes when telling time on an analog clock
Tell time in hours and half-hours using both types of clocks
Write time in hours and half-hours using both types of clocks
Determine the time on an analog clock
Write the time as it would appear on a digital clock
Determine the time
Relate time to events
1. Before/after
2. Shorter/longer
Resources:
Hour by Hour
Hands on the Hour
Name That Time
Two Timers
Flipping Over Time
30 minutes
60 minutes
Analog clock
Digit
Digital clock
Face
Face of clock
Half-hour
Halves
Hands
Hour
Minutes
O’Clock time
Whole hour
Week 20: **Addition without COMPOSING A GROUP OF 10**
Standard: 1.CA.5: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten. Students will:
Add within 100
Add two-digit number and a one-digit number
Add two-digit number and a multiple of 10
Use models 1. Based on place value 2. Based on properties of operations 3. Based on relationship of addition and subtraction (not yet)
Use drawings 4. Based on place value 5. Based on properties of operations 6. Based on relationship of addition and subtraction (not yet)
Use strategies 7. Based on place value 8. Based on properties of operations 9. Based on relationship of addition and subtraction (not yet)
Describe strategy used
Explain reasoning used
Resources:
Telling Tales
Space Probe
Through the Window Numbers
Safari Sums and Differences
Pound Pooches
Add Addend Digit Drawings Explain Models Place value Properties of operations Reasoning Relationship Strategy Sum Two-digit Value Whole number
Week 21: **BEGIN TO COMPOSE A GROUP OF 10**
Standard: 1.CA.5: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten. Students will:
Understand adding two-digit numbers
Understand to add the ones place with ones place of another number
Understand to add tens place with the tens place of another number
Understand place value
Understand how to compose a group of ten
Resources:
Telling Tales
Space Probe
Through the Window
Numbers
Safari Sums and Differences
Pound Pooches I See, You See
Turn Around Taxi
Add Compose Group Ones Place Value Properties of operations Regroup Strategy Ten Two-digit Value Whole number
Weeks 22-24:
Problem Solving: Should be embedded within daily instruction:
Make sense of problems and persevere in
solving them.
PS.1
Reason
abstractly and quantitatively
PS.2
Construct viable arguments and
critique the reasoning of
others PS.3
Model with
Mathematics
PS.4
Use appropriate
tools strategically
PS.5
Attend to precision
PS.6
Look for and make sure of
structure
PS. 7
Look for and
express regularity in repeated reasoning
PS.8
DOK (Depth of Knowledge)
Level 1: identify, list, label, illustrate,
measure, state, tell, use, match
Level 2: graph, classify, cause/effect,
estimate, compare, infer, construct, summarize, interpret,
estimate
Level 3: Revise, critique, construct, investigate, cite evidence,
conclusions, assess
Level 4: Design, connect, synthesize, critique,
analyze, create, prove, apply concepts
Standards taught three weeks: Grade Level Correlation
1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand the role of 0 in addition and subtraction. 1.CA.3: Create a real-world problem to represent a given equation involving addition and subtraction within 20. 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand the role of 0 in addition and subtraction.
K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10.
Week 22: **Begin subtraction/no DECOMPOSING**
Standard: 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). **NO REGROUPING** Students will:
Solve real-world problems involving subtraction within 20
Use strategies in subtraction such as: 1. Taking from 2. Taking apart
(Subtraction will be 25 For unknown number)
Resources:
I See, You See
Turn Around Taxi Space Probe
Safari Sums and
Differences
Difference Equation Subtract Symbol Taking apart Taking from Unknown number Value Whole number
Week 23:
Standards: 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand the role of 0 in addition and subtraction. 1.CA.3: Create a real-world problem to represent a given equation involving addition and subtraction within 20. Students will:
Understand relationship of fact families
Understand the role of zero in subtraction
Create real-world problems to represent a given equation involving subtraction within 20
Resources:
Telling Tales
Space Probe
Through the Window
Numbers
Safari Sums and Differences
Pound Pooches I See, You See
Turn Around Taxi
Addition Counting on Difference Equation Equivalent Fluency Subtract Sum Value Whole number
Week 24:
Standard: 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand the role of 0 in addition and subtraction. Students will:
Use the relationship of addition and subtraction to solve various problems
Resources:
Telling Tales
Space Probe
Through the Window
Numbers
Safari Sums and
Differences
Pound Pooches I See, You See
Turn Around Taxi
Addition Counting on Difference Equation Equivalent Subtraction Sum Value Whole number
Weeks 25-28:
Problem Solving: Should be embedded within daily instruction:
Make sense of problems and persevere in
solving them.
PS.1
Reason
abstractly and quantitatively
PS.2
Construct viable arguments and
critique the reasoning of
others PS.3
Model with
Mathematics
PS.4
Use appropriate
tools strategically
PS.5
Attend to precision
PS.6
Look for and make sure of
structure
PS. 7
Look for and
express regularity in repeated reasoning
PS.8
DOK (Depth of Knowledge)
Level 1: identify, list, label, illustrate,
measure, state, tell, use, match
Level 2: graph, classify, cause/effect,
estimate, compare, infer, construct, summarize, interpret,
estimate
Level 3: Revise, critique, construct, investigate, cite evidence,
conclusions, assess
Level 4: Design, connect, synthesize, critique,
analyze, create, prove, apply concepts
Standards taught this three weeks Grade Level Correlation
1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand the role of 0 in addition and subtraction. 1.CA.6: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2).
K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.]
Week 25:
Standard: 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). Students will:
Solve problems using unknown parts in addition problems
Solve problems using unknown parts in subtraction problems
Use strategies to figure out unknown parts of a problem: 1. Using objects 2. Use drawings 3. Use equations
Understand symbols will represent an unknown number
Resources:
Telling Tales
Space Probe
Through the Window
Numbers
Safari Sums and
Differences
Pound Pooches I See, You See
Turn Around Taxi
Adding to Addition Compare Difference Equation Model Putting together Subtraction Sum Symbol Symbol Taking apart Taking from Unknown number Value Whole number
Week 26:
Standard: Review addition and subtraction Students will:
Use strategies to solve addition problems
Use strategies to solve subtraction problems
Resources:
Telling Tales
Space Probe
Through the Window Numbers
Safari Sums and Differences
Pound Pooches I See, You See
Turn Around Taxi
Addend Addition Counting on Difference Digit Equation Place value Properties of operation Strategy Subtraction Sum Symbol Unknown number Value Whole number
Week 27:
Standard: Review addition (regrouping/composing) and subtraction (no regrouping/decomposing) Students will:
Continue from week 26
Resources:
Telling Tales
Space Probe
Through the Window Numbers
Safari Sums and Differences
Pound Pooches
Addend Addition Counting on Difference Digit Equation Place value Properties of operation Strategy Subtraction Sum Symbol Unknown number Value Whole number
Week 28:
Standards: 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand the role of 0 in addition and subtraction. 1.CA.6: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). Students will:
Explain the thinking process used to get the answer from mental math
Demonstrate fluency with addition facts within 20
Demonstrate fluency with subtraction facts within 20
Use strategies such as:
1. Counting on
2. Making ten
3. Using the relationship between addition and subtraction
4. Creating equivalent but easier or known sums
Understand the role of 0 in addition
Understand the role of 0 in subtraction
Resources:
Safari Sums and Differences
Clowning Around With the Facts
Seek and Hide
Tic Tac Ten and Twenty
Rally With Differences
Pound Pooches I See, You See
Turn Around Taxi
Add Addition Combination Counting on Difference Equal sign Equation Equivalent False Find mentally Fluent Making ten Strategy Subtract Sum True Value Whole number
Weeks 29-32:
Problem Solving: Should be embedded within daily instruction:
Make sense of problems and persevere in
solving them.
PS.1
Reason
abstractly and quantitatively
PS.2
Construct viable arguments and
critique the reasoning of
others PS.3
Model with
Mathematics
PS.4
Use appropriate
tools strategically
PS.5
Attend to precision
PS.6
Look for and make sure of
structure
PS. 7
Look for and
express regularity in repeated reasoning
PS.8
DOK (Depth of Knowledge)
Level 1: identify, list, label, illustrate,
measure, state, tell, use, match
Level 2: graph, classify, cause/effect,
estimate, compare, infer, construct, summarize, interpret,
estimate
Level 3: Revise, critique, construct, investigate, cite evidence,
conclusions, assess
Level 4: Design, connect, synthesize, critique,
analyze, create, prove, apply concepts
Standards taught this three weeks Grade Level Correlation 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand the role of 0 in addition and subtraction. 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.M.1: Use direct comparison or a nonstandard unit to compare and order objects according to length, area, capacity, weight, and temperature. 1.DA.1: Organize and interpret data with up to three choices (What is your favorite fruit? apples, bananas, oranges); ask and answer questions about the total number of data points, how many in each choice, and how many more or less in one choice compared to another.
K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.M.1: Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more. K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used.
Week 29:**SUBTRACTION WITH DECOMPOSING**
Standards: 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand the role of 0 in addition and subtraction. Students will:
Solve real-world problems involving subtraction within 20
Use strategies in subtraction such as: 1. Taking from 2. Taking apart
Understand when to decompose a group of 10
Resources:
Telling Tales
Space Probe
Through the Window
Numbers
Safari Sums and
Differences
Pound Pooches
Decomposing Difference Equation Subtraction Symbol Taking apart Taking from Unknown number Value
Week 30:
Standard: 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). Students will:
Solve real-world problems involving subtraction with 20
Use strategies in subtraction such as: 1. Taking from 2. Taking apart
Find unknown parts in a subtraction problem
Use strategies to find an unknown number in subtraction such as: 1. Using objects 2. Drawings
Use a symbol to represent an unknown number in subtraction
Resources:
Telling Tales
Space Probe
Through the Window
Numbers
Safari Sums and
Differences
Pound Pooches I See, You See
Turn Around Taxi
Difference Equation Model Represent Solve Strategy Subtraction Symbol Taking apart Taking from Unknown number Value
Week 31:
Standard: 1.M.1: Use direct comparison or a nonstandard unit to compare and order objects according to length, area, capacity, weight, and temperature. Students will:
Recognize when an object is longer, shorter, or taller than another object
Order objects according to:
1. Length
2. Area
3. Capacity
4. Weight
5. Temperature
Compare objects by using attributes
Use direct comparison or a nonstandard unit to compare
Know a ruler is to measure length
Know a thermometer is used for temperature
Resources:
Measuring Mice
Paper Work
The Queen’s Bed
Turkey and Dressing
Wrap Around Ruler
Two-Colored Meter Tape
Paper Work
Area
Capacity
Compare
End point
Inch
Length
Long
Longer
Longest
Measurement
Nonstandard unit Order
Ruler
Short
Shorter
Shortest
Tall
Taller
Tallest
Temperature
Weight
Week 32:
Standard: 1.DA.1: Organize and interpret data with up to three choices (What is your favorite fruit? apples, bananas, oranges); ask and answer questions about the total number of data points, how many in each choice, and how many more or less in one choice compared to another. Students will:
Organize data with up to three choices
Interpret data with up to three choices (this will be done in week 6)
Ask questions about total number of data points
Answer questions about total number of data points
Know how many in each choice
Determine how many more or less in one choice compared to another
Sort up to three categories of data (objects such as food, students, etc)
Represent up to three categories of data (objects such as food, students, etc) Example
What is your favorite sport?
Football Mark, Bob, Sam, Dave, Steve (5)
Basketball Hannah, Juan, Meaghan, Tim, Drake (6)
Soccer Heather, Shane, Brandon, (3)
Resources:
Buttons, Buttons, Who Is Wearing
Buttons?
Math With “M&M’s” Candies
An Eyefull of Color
Garden Graphing
Data-Data-Do!
Category Compare Data Data points Graphs Interpret Less More Organize Sort Total
Weeks 33-36:
Problem Solving: Should be embedded within daily instruction:
Make sense of problems and persevere in
solving them.
PS.1
Reason
abstractly and quantitatively
PS.2
Construct viable arguments and
critique the reasoning of
others PS.3
Model with
Mathematics
PS.4
Use appropriate
tools strategically
PS.5
Attend to precision
PS.6
Look for and make sure of
structure
PS. 7
Look for and
express regularity in repeated reasoning
PS.8
DOK (Depth of Knowledge)
Level 1: identify, list, label, illustrate,
measure, state, tell, use, match
Level 2: graph, classify, cause/effect,
estimate, compare, infer, construct, summarize, interpret,
estimate
Level 3: Revise, critique, construct, investigate, cite evidence,
conclusions, assess
Level 4: Design, connect, synthesize, critique,
analyze, create, prove, apply concepts
Standards taught this three weeks Grade Level Correlation
1.M.3: Find the value of a collection of pennies, nickels, and dimes. 1.M.2: Tell and write time to the nearest half-hour and relate time to events (before/after, shorter/longer) using analog clocks. Understand how to read hours and minutes using digital clocks. 2.NS.2: Read and write whole numbers up to 1,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 1,000. 2.NS.3: Plot and compare whole numbers up to 1,000 on a number line.
K.M.2: Understand concepts of time, including: morning, afternoon, evening, today, yesterday, tomorrow, day, week, month, and year. Understand that clocks and calendars are tools that measure time. 1.NS.4: Use place value understanding to compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Week 33:
Standard: 1.M.3: Find the value of a collection of pennies, nickels, and dimes. Students will:
Identify/name coins by sight
1. Penny
2. Nickel
3. Dime
4. quarter
Find a total value of a collection of pennies
Find a total value of a collection of nickels
Find a total value of a collection of dimes
Find a total value of a collection of quarters
Example:
If you have two dimes and three pennies, how many cents do you have?
Resources:
Amount
Cents
Collection
Coins
Combinations
Compare
Dimes
Dollar
Nickels
Penny
Quarter
Value
Week 34:
Standard: Review addition and subtraction with and without regrouping. 1.M.2: Tell and write time to the nearest half-hour and relate time to events (before/after, shorter/longer) using analog clocks. Understand how to read hours and minutes using digital clocks. **Time will be tested this assessment. (from week 19) Students will:
Resources:
Telling Tales
Space Probe
Through the Window Numbers
Safari Sums and Differences
Pound Pooches
Addends Addition Counting on Digit Equal Equal sign Numeral Place value Strategy Subtraction Sum Unknown number Value Whole number
Week 35:
Standard: 2.NS.2: Read and write whole numbers up to 1,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 1,000. Students will:
Read whole numbers up to 1,000
Write whole numbers up to 1,000
Use words to represents whole numbers up to 1,000
Use models to represent whole numbers up to 1,000
Use standard form to represent whole numbers up to 1,000
Use expanded form to represent whole numbers up to 1,000
Resources:
Expanded form Models Place value Read Represent Standard form Value Whole number Write
Week 36:
Standard: 2.NS.3: Plot and compare whole numbers up to 1,000 on a number line. Students will:
Plot whole numbers up to 1,000 on a number line
Compare whole numbers up to 1,000 on a number line
Resources:
Compare Equal to Greater than Less than Number line Plot Value Whole numbers
Standards: Students will:
Resources: