grade pacing... · web viewfirst grade **notice that not ... math and literature. ... you will need...

First Grade

**Notice that not all lessons in a Harcourt Chapter are included. These were intentionally removed because they do not address Common Core Standards. You will not need to fill time with activities unrelated to the standards. Instead use this gift of time to help your students develop a deeper conceptual understanding of the mathematical concepts presented in the standards.

**The following resources would be great to use for lesson and for open-ended questions:-Teaching Number Sense by Chris Confer (Math Solutions)-Math and Literature by Marilyn Burns and Stephanie Sheffield-Teaching Arithmetic – Lessons for First Grade by Stephanie Sheffield- Minilessons for Math Practice by Rusty Bresser and Caren Holtzman-Show and Tell by Linda Dacey and Rebeka Eston

**This website is a great resource for lessons that go along with each standardwww.k-5mathteachingresources.com

**Estimation and Money are not separate lessons to be taught, they are tools to help students learn and understand number sense, place value and addition and subtraction facts within twenty. These tools need to be taught throughout the year.

When teaching to standard 1.OA.6, infuse standards 1.OA.7, 1.OA.4 and 1.OA.8. 1.OA.7 is teaching the students that the equal sign means “is the same as”.

1.OA.4 is teaching students to understand that a subtraction problem is an unknown addend problem.

1.OA.8 is teaching students to understand that addition is the inverse of subtraction and subtraction is the inverse of addition.

Unit One: Addition and Subtraction Concepts (Chapters 1-4)

*Do not teach the algorithm.

Common Core Standard

Emphasis Harcourt Lessons

Additions/Deletions Supplemental Resources

1.OA.6 Modeling addition and subtraction stories using strategies and the relationships between addition and subtraction.

1.1 and 3.1 teach together

Urge students towards internalizing facts using strategies and not relying on fingers/number line.

Strategies are: counting on with 1,2,and 3, making a ten, decomposing a number leading to a 10, relationship between adding and subtracting, related facts, doubles, and doubles plus one.

Focus on relationship between addition and subtraction

We highly encourage you to read the introduction in Teaching Number Sense By Chris Confer p. XI – XVIII.

Model and Count HC p. 3A

Alternative Teaching Strategy HC p. 3B

Advanced Learners HC p.3B

How many are Left? HC p.33A

All activities on HC p. 33B

1.OA.7 Know which equations are true and which are false. Understand equal sign as equality, not solve

1.23.2

HC p. 5A and 5B

HC p. 35A and 35B

Matching Game – On index cards write addition and subtraction

combination and students match like number sentences.

Sorting game – students would sort index cards with number sentences into true and false. Introduce the terms equality and inequality.

Lessons for Algebraic Thinking by Marilyn Burns p. 34-Dots cards version 1

1.OA.6 Modeling addition and subtraction stories using strategies and the relationships between addition and subtraction.



Strategies are: counting on with 1,2,and 3, making a ten, decomposing a number leading to a 10, relationship between adding and subtracting, related facts, doubles, and doubles plus one.

Focus on relationship

HC p. 7A and 7B

HC p. 41A and 41B

between addition and subtraction

1.OA.1 Use objects, drawings and equations to represent the word problems and solve


Write equations using a Montana Indian context

Introduce Model Drawing

Developing Number Concepts: Bowl Game

HC p. 9A and 9B

HC p. 37A and 37B1.OA.3 Commutative Property of

Addition2.1 HC p. 17A and 17B

1.OA.6 Composing and Decomposing Numbers to 10



Review addition/Subtraction combinations to 6 (Getting Started HC p. 19A and 49A)

Incorporate related facts throughout all adding and subtracting lessons. Kids should be fluent in recognizing related facts and using the inverse to check for understanding.

HC 17B advanced learners game and equibeam balance

HC 19A and 19B

HC 49A and 49B

HC 21A and 21B

51A and 51B Number

Bonds 10 Frames Hands Math

Solutions or DNC Shake and Spill

Teaching Number Sense by Chris Confer (Math Solutions) p. 40 – What Do You See?


There are three kinds of problems: result unknown, change unknown, and start unknown.

3.4

4.5


Use Model Drawing

HC p. 39A and 39B

HC p.57A and 57B

1.OA.4 Understand subtraction is an unknown addend problem

4.4 Emphasize subtraction by comparison strategy

HC p.55A and 55B

Unit Two: Addition and subtraction facts to 10 (Chapters 5-8)




1.OA.6 1.OA.5

Demonstrate fluency for +/- within 10

Use the strategy of counting on/back

Using a number line to count on/back



Introduce adding and subtracting vertically. This is not a common core standard, but we feel it is important for CRT’s. Use lessons 2.4 and 4.3 in Harcourt.


HC p. 71 A and p. 71 B

HC p.101 A and p.101B

Lessons for Algebraic Thinking by Marilyn Burns p. 89 – Worns (you could change the number that you add on)

1.OA.6 Learn the strategy of doubles

5.3 HC p. 75 B – Advanced Learners



5.4 Write equations using a Montana Indian context

Use Model Drawing


1.OA.6 Demonstrate fluency for +/- within 10

Use strategies of count on and count back with 1, 2, 3, add/subtract 0, subtract all, and +/-doubles


These Harcourt lessons do not have subtraction of doubles . (10-5=). You will need to supplement.Continue to urge students towards internalizing facts using strategies and not relying on fingers/number line.


1.OA.4 Understand subtraction is an unknown addend problem.

7.38.28.4

Introduce the fact family

HC p. 105 A and 105 B

HC p. 117 A and p. 117 B

HC p. 121 A and 121 B

1.OA.6

1.OA 5

Add within 20 using the strategy of counting on and counting back

Relate counting to addition and subtraction.

6.48.3

Make sure students have plenty of practice with finding the rule in a pattern. Take from input/output boxes and change to linear form.EX. 7,9,11,13,15, the rule is +2 and we continue to grow the pattern.20,17,14,11,8,5,2 the rule is -3.

Lessons for Algebraic Thinking by Marilyn Burns p. 68 – Two of Everything. Page 2 – Caterpillars. Page 24 – Birthday Candles

1.OA.11.OA.8

Use objects, drawings and equations to represent the word problems and solve

There are three kinds of problems: result unknown, change unknown, and start unknown.Understand that when solving an addition problem they can use subtraction to find the unknown and vice versa for subtraction

7.46.58.5


Use Model Drawing

1.OA.3 Commutative property of addition (if 8+3 is known then 3+8 is also known)

6.26.3

Unit Three Graphs, numbers to 100, and facts to 12 (Chapters 9-14)

Graphs (Chapter 9)




1.MD.4 Organize, represent, and interpret data with up to 3 categories

9.19.29.3.9.49.59.69.725.3

9.1 could also fall under standard 1.G.1.

Ask questions such as:How many in all? (total # of people surveyed)How many in each category?How many more or less are in one category than in another?

Don’t wait until you are done with the first 2 units to start graphing. There are so many great opportunities to graph starting at the beginning of the year. Continue all the way throughout the year.

Place Value to 100 (Chapter 10)




1.NBT.2 Understanding that the place value of a 2-digit number is represented by tens and ones.

10.110.210.310.410.5

Place can also be taught through Every Day Counts calendar on a daily basis.

This is a great place to talk about pennies, nickels and dimes.

Teaching Number Sense by Chris Confer (Math Solutions) p. 35 – Guess My Number – This would be a great game to teach the students and they can play when they have a few minutes during the day.

1.NBT.5 Understand how to mentally find 10 more or 10 less than any number without counting and explain reasoning.

10.210.310.4

Comparing and ordering numbers (Chapter 11)




1.NBT.3 Compare 2-digit numbers, recording the results of comparisons with the symbols >, =, <.

11.111.211.3

These concepts need to be covered throughout the year not just in chapter 11.

Lessons for Algebraic Thinking by Marilyn Burns p. 12 – Comparing Handfuls.

Teaching Number Sense by Chris Confer (Math Solutions) p. 26 – Spill and Compare.

HC p. 1901.NBT.1 Count to 120, starting at

any number less than 120.

11.411.5

Incorporate this daily in calendar.

HC p. 181B HC p. 183B


11.6 Incorporate this daily in calendar.

1.NBT.6 How to subtract multiples of ten using a concrete model and relating it to a written method.

11.6 Use HC p. 185A – Getting Started Options. Provide many opportunities to model with the ones and tens chart.

HC p. 185B (advanced learners)

Number Patterns (Chapter 12)





12.3 Lessons 12.1, 12.2, 12.4, 12.5, and 12.6 are not specific to the common core standards. These are some foundational skills that should be taught throughout the year as time permits.

HC p. 197B

Addition and subtraction facts to 12 (Chapter 13)




1.OA.5 Use the strategy of counting on/back.

Using a number line to count on/back.

13.113.5

Lessons for Algebraic Thinking by Marilyn Burns p. 99 – Cows and Chickens. 4 – People Patterns.

HC p. 211B1.OA.6

Add within 20 using the strategy of double and doubles plus one.

13.2Urge students towards internalizing facts using strategies and not relying on fingers/number line.

Show and Tell by Linda Dacey and Rebeka Eston – Chapters 3 & 4

HC p. 213A&B

1.OA.31.OA.2

Apply commutative property of addition.

Encourage students to use a strategy (make a ten, doubles) to add two numbers first, then add the third number.

13.3 1.OA.2 is not covered in Harcourt, you will need to create word problems using 3 whole numbers whose sum is less than or equal to 20. You will need to include equations using a Montana Indian context


HC p. 215A&B

1.OA.1 Use objects, drawings and equations to represent the word problems and solve.


13.4 Add problems with change unknown and start unknown.



1.OA.6 Add within 20 using the strategy of subtracting to compare two numbers.

13.6 Urge students towards internalizing facts using strategies and not relying on fingers/number line. Start talking about subtract to compare when subtraction is first introduced.

HC p. 222 Challenge and Problem solving p. 13.6 and provide many more examples for students to practice.

Practice addition and subtraction facts (Chapter 14)




1.OA.1

1.OA.4

1.OA.5

1.OA.6

1.OA.8

Use objects, drawings and equations to represent the word problems and solve.


Understand subtraction is an unknown addend problem.

Count on or back from any number within 20

Add within 20 using the strategy of counting on and counting back.

Understand that when solving an addition problem they can use subtraction to find the unknown and vice versa for subtraction.

14.114.214.314.414.5


Minilessons for Math Practice by Rusty Bresser and Caren Holtzman

Unit 4: Geometry and addition and subtraction to 20 (chapters 15- 20)

Solid figures and plane shapes (Chapter 15)




1.G.1

1.G.2

Distinguish between defining and non-defining attributes and be able to build and draw shapes that possess these attributes.

Compose two-dimensional and three-dimensional shapes. Use these shapes to create composite shapes, and make new shapes from the composite shapes.

15.115.215.315.415.5

Spatial Sense (Chapter 16)




1.G.1 Distinguish between defining and non-defining attributes and be able to build and draw shapes that possess these attributes.

16.1

Addition facts and strategies (Chapter 18)




1.OA.3

1.OA.6

1.MD.4

Commutative property of addition (if 8+3 is known then 3+8 is also known).

Add within 20 using the strategy of counting on and counting back.

Organize, represent, and interpret data with up to 3 categories.

18.118.218.318.418.518.6


Use the resources listed at the top of this document to supplement lessons.

Subtraction facts and strategies (Chapter 19)




1.OA.4

1.OA.5

1.OA.6

Understand subtraction is an unknown addend problem.

Relate counting to addition and subtraction.

Add within 20 using the strategy of counting on, counting back and doubles.

19.119.219.3

Urge students toward internalizing facts/using strategies and not relying on fingers.

Use the resources listed at the top of this document to supplement lessons.

HC p. 319A&B

HC p. 321B

Addition and subtraction practice (Chapter 20)




1.OA.6 Adding and subtracting within 20 using the following strategies:counting on with 1,2,and 3, making a ten, decomposing a number leading to a 10, relationship between adding and subtracting, related facts, doubles, and doubles plus one.

20.1 HC p. 331B

1.OA.4 Understand subtraction is an unknown addend problem.

20.2 HC p. 333B

1.OA.6 Adding and subtracting within 20 using the following strategies:counting on with 1,2,and 3, making a ten, decomposing a number leading to a 10, relationship between adding and subtracting, related facts, doubles, and doubles plus one.

20.3 HC p. 335B

1.OA.1 Use objects, drawings and equations to represent the word problems and solve.


20.4 Write equations using a Montana Indian context

HC p. 337B

Unit 5: Money, time and fractions (Chapters 21-25)

Fractions (Chapter 21)




1.G.3 Circles and rectangles can be divided into equal parts (halves, fourths, quarters).

21.121.221.4

The focus needs to be on the understanding the whole and parts of a whole in regards to halves, fourths, and quarters.

HC p. 351B Cuisenaire

Rods HC p. 353B HC p. 357B

Telling time (Chapter 24)




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

24.124.324.424.5

24.2, this lesson is not part of the standard.

Unit 6: Measurement, operations, and data

Measurement (Chapter 26)




1.MD.11.MD.2

Order three objects by length.

Order two objects and compare those by a third object.

How you measure with a nonstandard unit. (end to end with no gaps)

26.126.2

In science and other problems-discuss which tool would be the most appropriate. Then have a discussion/instruction on how to correctly use the tool. (cubes, paperclips, rulers)

26.6 uses estimation and you should continue to estimate where ever it is applicable. This is a skill that we need to work on all year.

Use objects from Montana American Indians t as a unit of non-standard measurement or to compare

HC p. 439B HC p. 441B

Adding and subtracting two digit numbers (Chapter 29)




1.NBT.5

1.NBT.4

Given a two digit number, mentally find 10 more or 10 less without having to count

Emphasis making groups of 10 when adding a 2 digit and a 1 digit number

29.129.229.429.5

29.3 and 29.6 adding and subtracting money

We need to provide many experiences with cubes, tens frames, hundreds charts, and number lines when adding 2 digit numbers.

HC p. 487B HC p. 489B HC p. 493B HC p. 495B

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