math in focus curriculum grade 1 - common core web viewfirst grade mathematics is ... children will...

Math in Focus Curriculum Grade 1

Sequence of Grade 1 Modules Aligned with the Standards Module 1: Numbers to 10 9 Days Module 2: Number Bonds 7 Days (incl. benchmark assessment) Module 3: Addition Facts to 10 9 Days Module 4: Subtractions Facts to 10 12 Days (incl. benchmark assesssment) Module 5: Shapes and Patterns 9 Days (Lesson 1, 1a, 2, 3 and Problem Solving Only) Module 6: Ordinal Numbers and Positions 1 Day (incl. benchmark assessment) Module 7: Numbers to 20 10 Days Module 8: Addition and Subtraction Facts to 20 11 Days Module 9: Length 12 Days (incl. benchmark assessment) Module 10: Weight (If time permits, at the end of the

year.)

Module 11: Picture Graphs and Bar Graphs 8 Days Module 12: Numbers to 40 7 Days Module 13: Addition and Subtraction to 40 12 Days (incl. benchmark assessment) Module 14: Mental Math Strategies 7 Days Module 15: Calendar and Time (Everyday Calendar

Counts covers Calendar) 11 Days (incl. benchmark assessment)

Module 16: Numbers to 120 11 Days Module 17: Addition and Subtraction to 100 11 Days (incl. benchmark assessment) Module 18: Multiplication and Division Module 19: Money 11 Days (incl. benchmark assessment)

Summary of Year First Grade mathematics is about (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes.

Adapted from Math In Focus


Key Areas of Focus for K-2: Addition and subtraction—concepts, skills, and problem solving

Required Fluency: 1.OA.6 Add and subtract within 10.

CCSS Major Emphasis Clusters Operations and Algebraic Thinking

Represent and solve problems involving addition and subtraction. Understand and apply properties of operations and the relationship between addition and subtraction. Add and subtract within 20. Work with addition and subtraction equations.

Number and Operations in Base Ten Extend the counting sequence. Understand place value. Use place value understanding and properties of operations to add and subtract.

Measurement and Data Measure lengths indirectly and by iterating length units.

Rationale for Module Sequence in Grade 1 In Grade 1, work with numbers to 10 continues to be a major stepping-stone in learning the place value system. In Module 1, students work to count, read and write within 10. Students will represent and use numbers in different contexts and they will encounter number relationships. Students will recognize such as 1 more and 1 less. Students will understand the sequential order of the counting numbers and their relative magnitude. They will identify and complete growing and reducing number patterns.

In Module 2, number bonds will form an important foundation for learning the concept of addition. Children will be taught to identify the parts and whole of a set. They will be led to separate a set of objects into two parts. Then, children will realize that they can make different number bonds for a given number. This part-whole concept forms the basis for addition and subtraction. This will also help students understand formal relationships such as the commutative property of addition.

Addition is one of the four basic operations that form the foundation of arithmetic and is an essential part of the computation work in elementary school mathematics. In Module 3, students counting skill are utilized in counting on, one of the basic strategies of addition.



Another addition strategy introduced is associated with the part-whole concept involving number bonds. Addition stories are constructed about countable items in pictures to help students write addition sentences. The Commutative Property of Addition is introduced in this module.

Students will relate the part-whole concept from addition to subtraction skills and concepts in Module 4. Students will learn the “taking-away” strategy and the counting back strategy. Students will continue their work with number bonds. Students will learn the Identity Property of Subtraction. This module will also require students to use problem-solving skills to solve simple real world subtraction problems.

Students in Kindergarten learned to identify, name and describe a variety of plane shapes and solid shapes. In Module 5, students will extend their knowledge to compare shapes and determine how they are alike and different by describing their geometric attributes and properties. Students will learn to recognize solids from different perspectives and orientations. Students will also compose and decompose plane and solid shapes and make patterns with shapes. As they combine shapes, this will reinforce the part-whole relationships. It will also build background for learning about measurement and properties of geometry.

Module 6 doesn’t match any CCSSM standards but students will get practice with the words in Everyday Counts Math Calendar time.

Students will learn how to count, read and write numbers within 20. This involves counting on from 10. Number words and numerals are connected to the quantities they represent. Module 7 will develop the numbers 11 to 20 as 1 group of ten and a particular number of ones as an introduction to place value. This is a key stage and sets the foundation for developing the idea of teens and ones and being able to make sense of two-digit numbers. Students will compare more than two numbers, using the concepts of greatest and least and also learn to order a set of numbers.

In Module 8, students practice grouping into tens and ones by adding and subtracting numbers to 20. Work begins slowly by modeling “adding and subtracting across a ten” in word problems, with equations, and as part of fluency. Solutions, like that shown below, for 8 + 5 reinforce the need to “make 10.” Learning to “complete a unit” empowers students in later grades to understand “renaming” in the addition algorithm, to add 298 and 35 mentally (i.e., 298 + 2 + 33), and to add measurements like 4 m, 80 cm, and 50 cm. Students will also continue to use number bonds throughout this module with the benfit of displaying fact families. The strategy of using double facts is introduced and then leads to doubles plus or minus one. Remember to refer to the strategies as doubles or making tens. Children will be introduced to length in Module 9 by comparing the lengths of objects and ordering objects by their lengths. The basic idea will be to determine how many times a specific unit fits the object to be measured. Non-standard units are used to measure length.



Counting and comparison skills form an important basis for Module 11 in which students will understand and interpret data from picture graphs and bar graphs. Counting skills will be used as students collect data and then students will compile that data into graphs. The strategy of tally marks is used to organize data. Students will also be led to interpret information from the graphs.

Students understand the strategy of making a ten as well as the purpose of place value charts in their work of numbers to 20. This work forms an important base for counting, comparing and ordering of numbers to 40 in Module 12. The place value chart enables children to make comparisons between two or more numbers, when tens are different or when tens are equal. Students are building the foundation for Module 16 in which they learn about numbers to 100.

With the foundation of addition and subtraction, through a variety of strategies, children progress in Module 13 to the standard vertical form for addition and subtraction of numbers to 40. Strategies such as partial sums are used with the vertical form to add and subtract without regrouping. Then students are encouraged to use place value charts to correctly align the digits to record the regrouping process. Students further develop their addition skills by learning to apply the Associative Property of Addition and number bonds in adding three 1-digit numbers using the Making 10 strategy. They apply this knowledge to real-world problems throughout the module.Mental calculation is an important skill used through every grade. Students will use mental math strategies as they develop alternate algorithms to solve more complex computational and real-world problems. Module 14 will introduce and apply strategies that can be used with 1- or 2-digit numbers. These strategies will help students gain confidence throughout their study of mathematics.

Module 15 has Calendar and Time concepts. The calendar concepts have been covered using the Everyday Counts. By now, students should understand ordinal numbers as it applies to months and days of the week. The clock and telling time will be the focus of this chapter. Not all students will have experience with round, analog clocks. So having continual practice every day will be the key. This needs to be included in the Calendar routines. With digital clocks, reinforce the connection of the hours and minutes sections with the hands on an analog clock.

In Module 16, students will count on from 40 to 100 with the tens fifty, sixty, seventy, eighty, ninety, and one hundred being highlighted. In knowing that a 2-digit number is made up of tens and ones, children can count in tens before counting the remaining ones when identifying a 2-digit number. With the emphasis on place value, students can compare 2-digit numbers which have different tens and then to focus on comparing the ones. From there, students can order numbers and find missing numbers in a pattern. This lays the foundation for addition and subtraction skills in the next module.

Children will be presented with two methods that can be used for addition and subtraction of numbers to 100 in Module 17. “Counting on/back” and using place value charts. The applications of place value regrouping in addition and subtraction are again revisited so children familiarize themselves with when there is a need for it.

Module 18 of Multiplication and Division has no alignment to CCSSM.



Children recall from Kindergarten their knowledge of the penny, nickel, dime and quarter. Students, in Module 19, are taught to count the value of the coin by applying the strategies of counting on and skip-counting. Children will use addition and subtraction to solve problems in real-world situations that involve money. Children will be able to make simple purchases and find the amount of change in everyday experiences.

If time permits at the end of the year: In Modules 1 & 7, children learned about numbers to 20 and also understand the concept of comparing and ordering two or more numbers. In Module 10, students will integrate their understanding about numbers and measurement through an introduction to the concept of weight. They learn that a balance is a tool to compare the weights of objects. Students will use non-standard units to measure the weight. This work will prepare students for standardized units and measurement in Grade 2.

Alignment Chart

Module and Approximate Number of Instructional Days

Common Core Learning Standards Addressed in Grade 1 Modules

Vocabulary Number Talks and Instructional Strategies

Performance Based Tasks/ Assessments

Module 1: Numbers to 10

(9 days)

M.P. 1M.P. 3M.P. 5M.P. 8

Extend the counting sequence.

1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Zero, one, two, three, four, five, six, seven, eight, nine, ten, same, fewer, more, greater than, less than, pattern

Review of numbers from K. Introduce counting to 100 and move past this in your calendar routines. Continue this throughout the year.







Module 2: Number Bonds (7 days –includes one day for Benchmark Exam)

M.P. 2M.P. 3M.P. 5M.P. 8

Understand and apply properties of operations and the relationship between addition and subtraction.

1.OA.B.3 Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

Part, whole, number bond,

Keep to the time limits as much as possible. If students struggle with this idea of number bonds, the students will get continual practice in remaining chapters. Keep using this concept in calendar.

Module 3: Addition Facts to 10 (9 days)

M.P. 1M.P. 2M.P. 4M.P. 8

Represent and solve problems involving addition and subtraction.

1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1


1.OA.B.3 Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

Add, plus +,Equal to =,Addition sentence, more than,addition story

Important to reinforce the different types of story problems (situations). These are outlined on page 88 of the Common Core Standards as results unknown, start unknown, change unknown, etc. Students need to master most of these story situations. Continue to work on Number Talks using strategies of counting







Add and subtract within 20.

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

1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 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);creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 =12 + 1= 13).

Work with addition and subtraction equations.

1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.

on moving to making tens and doubles. Use dot cards and the number bond representation.

Module 4: Subtraction Facts Extend the counting sequence.

Take away,Subtract,

Important to reinforce the different







to 10 (12 days–includes two days for Benchmark Exam)

Do not forget Common Core Lesson 4.a Pg. 252A

M.P. 4M.P. 8


Use place value understanding and properties of operations to add and subtract.

1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.



minus -, subtraction sentence, less than, subtraction story, fact family, true, false

types of story problems (situations). These are outlined on page 88 of the Common Core Standards as results unknown, start unknown, change unknown, etc. Students need to master most of these story situations. Continue to work on Number Talks using strategies of counting on moving to making tens and doubles. Use dot cards and the number bond representation.








1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.



1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 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).


1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 =







5 + 2.


Module 5: Shapes and Patterns (10 days–includes one day for Benchmark Exam)

Do not forget Common Core Lesson 1.a pg. 252B

M.P. 3M.P. 4M.P. 5M.P. 6

Reason with shapes and their attributes.

1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.1

1.G.A.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares

Circle, triangle, square, rectangle, side, corner, sort, color, alike, shape, size, different, half of, fourth of, quarter of, rectangular prism, cube, sphere, cone, cylinder, pyramid, stack, slide, roll

Do not do all lessons. L1, L1a, L2, L3, PS (problem solving), chapter Wrap up and Assessment. White out or do not count any of the problems that are in the skipped lessons. These lessons do not match Common Core.







Module 7: Numbers to 20 (10 days)

M.P. 1M.P. 2M.P. 7M.P. 8

Extend the counting sequence.


Understand place value.

1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

1.NBT.B.2a 10 can be thought of as a bundle of ten ones — called a “ten.”

1.NBT.B.2b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Greatest, least, order,

Build the knowledge of tens and ones place. When adding 10 to a single digit number, there is no counting on. We put the digits together to create the new number. Also remember “no more alligator teeth” when comparing numbers. Use the number line model.







Module 8: Addition and Subtraction Facts to 20 (11 days)

M.P. 1M.P. 4M.P. 6M.P. 8

Use place value understanding and properties of operations to add and subtract. 1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Represent and solve problems involving addition and subtraction. 1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1

1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Group, doubles fact, same,

Do not use the “doubles plus one” it could be doubles minus one.

Just refer to it as doubles and let students tell you how they adjusted.

Build on making tens and doubles strategies. Keep using the double ten frames to reinforce these strategies. Continue with number talks and embed math fact practice with Kind of Math app or Math Sprints.







Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

Add and subtract within 20. 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 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).

Work with addition and subtraction equations. 1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 +







6 = _.

Module 9: Length (12 days–includes two days for Benchmark Exam)

M.P. 2M.P. 3M.P. 5

Measure lengths indirectly and by iterating length units. 1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.

1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Tall/Taller,Short/Shorter,Long/Longer,Tallest, Shortest, Longest, Start Line, About, Unit

This unit with length will reinforce the number line, counting, and strategies for adding numbers.

Module 11: Picture Graphs and Bar Graphs (8 days)

M.P. 1M.P. 2

Represent and interpret data.

1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.


Data, Picture Graph, More, Most, Fewer, Fewest, Tally Mark, Tally Chart, Bar Graph

Remember to write out the equations with the addends on both sides of the equal sign. Reinforce the equations that represent the questions from the data.









M.P. 1M.P. 2M.P. 5M.P. 7

Extend the counting sequence. 1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Understand place value. 1.NBT.B.2a 10 can be thought of as a bundle of ten ones — called a “ten.”

1.NBT.B.2c 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).


Add and subtract within 20. 1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Work with addition and subtraction equations. 1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the

Twenty-one, Twenty-two,…, Forty,Counting tape

Reinforce building the numbers with the tens and ones. Make multiple representations of the numbers. When using the inequality signs, no more alligator teeth!







equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.

Module 13: Addition and Subtraction to 40 (12 days–includes one day for Benchmark Exam)

M.P. 1M.P. 2M.P. 4M.P. 8

Understand place value.



Use place value understanding and properties of operations to add and subtract.

1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

1.NBT.C.6 Subtract multiples of 10 in the range 10-90 from

Count on,Place-value chart,Regroup,Count Back,

Focus on the strategies of doubles and making tens extending this to double digit numbers. When adding a base ten unit like 20 to a single digit, there is no counting on.







multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.



1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.


1.OA.B.3 Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2







+ 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.



1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 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).


1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 =







5 + 2.


Module 14: Mental Math Strategies (9 days–includes two days for Benchmark Exam)

M.P. 2M.P. 3M.P. 6M.P. 8


1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Represent and solve problems involving addition and subtraction. 1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting

Mentally,Doubles Fact,

Move from counting on to using doubles, making tens, and compensation from these methods. This should be the time that students are now mastering these facts through ten for sure.







together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1

Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.B.3 Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

Add and subtract within 20. 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 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).









Module 15Calendar and Time9 days with 2 days for assessments

Do not forget Common Core Lesson 2.a on Page 296A and 3.a on Page 296B

Tell and Write Time

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

O’clock, minute hand, hour hand, half past, half hour, hour

Do not do lesson 1 on the calendar since this has been taught with Everyday Counts. The focus is on telling time. Students should have had practice through the calendar routine must able to master by now.


Do not forget

Extend the counting sequence. 1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Fifty, Sixty, Seventy, Eighty, Ninety, One Hundred,

Students should be ready to master these standards from all year of building their learning. Again, the







Common Core Lesson 1.a on Page 296C and Lesson 3.a on Page 296D

M.P. 2M.P. 5

Understand place value. 1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:




Add and subtract within 20. 1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Estimate, Number Line,Greater Than>, Less Than <

strategies of making tens and doubles need to be mastered. No more counting on!

Module 17: Addition and Subtraction to 100 (11 days–includes one day for Benchmark Exam)

M.P. 4

Understand place value. 1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:


1.NBT.B.2c The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90

The use of the vertical place value charts and counting on/back is taught. However, bring in the mental math strategies of making tens, doubles. Students should not







M.P. 8 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).


1.NBT.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

have to count on for 12 + 20. Remember to always use the number bond models.








1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _

Module 19: Money (11 days–includes two days for Benchmark Exam)

M.P. 1M.P. 2M.P. 3M.P. 6


Cents, Nickel, Value, Penny, Dime,Exchange, Quarter, Change

The focus is not on the money, but on solving the addition and subtraction story problems, u sing strategies of mental math.

Key: Major Clusters; Supporting Clusters; Additional Clusters

For Year 1, Benchmark Assessments will not be recorded for grades, but used to differentiate activities in centers or practice during EveryDay Counts. The benchmark assessments will be used as formative assessments. Give the students the short answer and extended response



questions. Do not give the multiple choice questions. Assess the students’ knowledge to see what problems the students are showing incomplete mastery. Then use this information to have students do problems during the EveryDay Counts (calendar routine) or bring back the centers from the Explore section of a previous module so students have practice with those misconceptions.


math in focus curriculum grade 1 - common core web viewfirst grade mathematics is ... children will...

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