1st Grade Mathematics Curriculum Map

Course Number: 5012030 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 1 Math Modules – Page 1

Module 1 Operations of Algebraic Thinking

(Approximately 55 days)

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

MAFS.K.12.MP.4.1: Model

with mathematics. Click

here for video examples

from Inside Mathematics

MAFS.K.12.MP.7.1: Look

for and make use of

structure. Click here for

video examples from Inside

Mathematics

MAFS.K.12.MP.2.1:

Reason abstractly and

quantitatively. Click here

for video examples from

Inside Mathematics

MAFS.K.12.MP.5.1: Use

appropriate tools

strategically. Click here for

video examples from

MAFS.1.OA.1.1: Use addition and subtraction within 20 to solve word problems1 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 (1Students are not required to independently read the word problems.)

● Solve addition and subtraction word problems using objects, drawings, and equations including situations that involve sums and differences, less than or equal to 20, using numbers 0-20

● Use tools (manipulatives, number lines, 0-120 chart, ten-frame, part-part whole) to solve word problems.

● How Many M &M’s? ● Add to (Change Unknown)

Word Problems ● Add to (Result Unknown)

Word Problems ● Add to (Start Unknown)

Word Problems ● Birds on a Branch ● Compare (Bigger Unknown)

Word Problems ● Fish in a Pond ● How Many More Stickers?

● Cross It Out ● Word Problem Lesson ● A Family of Facts ● An Amazing Sunny Day Story ● What Makes 10 - YouTube video ● Adding Ten Workmat - FREEBIE ● Go Math - Lessons 1.1, 1.2, 1.3,

1.4, 1.7, 2.1, 2.2, 2.3, 2.4, 2.6, 2.8,

4.6, 5.1, 5.7 ● First Grade Number Activities

MAFS.1.OA.2.3: Apply properties of operations as strategies to add and subtract. 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.)

● Demonstrate and explain that adding zero to any number does not change the number (e.g. 11+0=11) identity property

● Demonstrate and explain that when adding three numbers in any order, the sum does not change (e.g. 3+8+4=15; 8+3+4=15) communitive property

● Demonstrate and explain how to group 2 or 3 addends (when adding 3 numbers) to create a friendly number making addition easier Associative property

E.g. 6+9+4 10+9=19

● Does is Work for Subtraction?

● Justifying the Commutative Property of Addition

● Lemons and Oranges ● Turtles in a Pond

● Doubles Rap - YouTube ● Doubles and Doubles +1 -

Foldable ● Doubles, Doubles +1 - Game ● Three’s a Charm ● Adding Three Numbers ● Go Math – Lessons 1.5, 1.6, 3.1,

3.10, 3.11 ● First Grade Number Activities

1st Grade Mathematics Curriculum Map

Course Number: 5012030 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 1 Math Modules – Page 2

Module 1 Operations of Algebraic Thinking

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

MAFS.K.12.MP.6.1:

Attend to precision Click

here for video examples

from Inside Mathematics

MAFS.K.12.MP.8.1: Look

for and express regularity

in repeated reasoning.

Click here for video

examples from Inside

Mathematics

MAFS.K.12.MP.3.1:

Construct viable

MAFS.1.OA.4.7: 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.

● Explain that the equal sign means “is the same as” or “balances”

● HINT: Many students confuse the equal sign with “the answer is”. It should be taught that the equal sign means there are equal quantities on both sides of the equal sign. The operation can be on either side, the answer can be on either sign, or there can be operations on both sides.

E.g.; 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)

● Compare the quantities of both sides of an equation and determine whether the equation is true or false ( e.g.; 5=6-1 is true, 6+3=8+1 is true, 4+4=5+2 is false)

● Equal or Not Equal ● Equality ● Is the Equation True or

False? ● More True and False

Equations ● True or Not True

● Show It Another Way ● Make Mine Equal ● True or False? ● Equals are Easy ● Go Math - Lesson 5.9 ● First Grade Number

Activities

1st Grade Mathematics Curriculum Map

Course Number: 5012030 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 1 Math Modules – Page 3

arguments and critique

the reasonableness of

others. Click here for

video examples from

MAFS.1.OA.3.6: 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).

● Write and identify combinations for sums to 20 (e.g.; 16=10+6, 8+8)

● Add and subtract within 10 with fluency ● Add and subtract within 20 by using the relationship

between addition and subtraction (e.g.; 9+6=15, 6+9=15, 15-6=9, 15-9=6)

● Use mathematical tools such as 10 frames, part-part whole, and number lines to model addition and subtraction up to 20

● Use strategies to create equivalent but easier known sums. (E.g. 6+5 = 5+5=1[doubles, doubles +1])

● Explain strategies used to identify unknown equivalents for the sums up to 20.

● Explain and respond to others’ strategies used to identify known equivalents for sums up to 20

● Use strategies to decompose a number leading to a 10

● More Than One Way to Solve a Problem

● Use Strategies to Add and Subtract

● Using Addition and Subtraction Strategies

● Ways to Solve a Problem

● Make a Ten to Subtract ● Let’s Learn Those Facts ● Doubles rap - TeacherTube ● Go Math - Lessons 1.8, 2.9,

3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 4.4, 4.5, 5.2, 5.3, 5.8, 5.10, 8.1, 8.3

● Creature Island ● Duck Addition ● Links Away: Finding the

Balance ● Make a Ten to Subtract ● Show it Another Way ● How Many More Fish? ● Math Match – Concept

Review Game ● Candy Math ● Underwater Addition – Game ● Underwater Subtraction -

Game ● Go Math - Lesson 8.9 ● First Grade Math Activities

1st Grade Mathematics Curriculum Map

Course Number: 5012030 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 1 Math Modules – Page 4

Module 1 Operations of Algebraic Thinking

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

MAFS.K.12.MP.6.1:

Attend to precision Click

here for video examples

from Inside Mathematics

MAFS.K.12.MP.8.1: Look

for and express regularity

in repeated reasoning.

Click here for video

examples from Inside

Mathematics

MAFS.1.OA.4.8: Determine the unknown whole number in an addition or subtraction equation relating to 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 = [].

● Determine the unknown value in an addition or subtraction equation when 2 or 3 numbers in the equation are given.

● Solve addition and subtraction equaitons where the unknown number is represented by a symbol, such as a box or question mark. (e.g. 10 + ? =19, ? - 6=11)

● Solve basic word problems with unknown numbers in different positions. (e.g. 9 + __ =18, ___ +9 =18, 9 + 9 =___)

● Model addition and subtraction word problems using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

● Find the Missing Number

● Unknowns in Equations ● Unknowns in Word

Problems ● What is the Missing

Number?

● Addition & Subtraction Facts Game

● The Whole Part ● Make Mine Equal ● Go Math - Lessons 2.5, 2.7,

5.5, 5.6 ● First Grade Math Activities

1st Grade Mathematics Curriculum Map

Course Number: 5012030 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 1 Math Modules – Page 5

MAFS.K.12.MP.3.1:

Construct viable

arguments and critique

the reasonableness of

others. Click here for

video examples from

MAFS.1.OA.1.2: 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.

● Model addition word problems using objects and drawings (e.g. ten frames, counters, number lines, etc…)

● Add 3 whole numbers whose sum is less than or equal to 20,

● Solve word problems that call for the addition of 3 whole numbers whose sum is less than or equal to 20. (e.g. 3 +4 +2 =9).

● Solve addition word problems with 3 whole numbers using objects, drawings, and equations.

● Solve addition word problems involving 3 whole numbers with an unknown number in different positions. (e.g. 6 +1+ __ =11, ___ +1 +4 = 11, 6 + __ +4 = 11)

● Adding Three Whole Numbers

● Bean Bag Toss ● Canned Food Drive ● Tickets to the School

Carnival

● Create a House Number ● Three’s a Charm; 3-Number

Addition ● Mission; Addition-Adding 3

Numbers ● Go Math - Lesson 3.12 ● First Grade Math Activities

1st Grade Mathematics Curriculum Map

Course Number: 5012030 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 1 Math Modules – Page 6

Module 1 Operations of Algebraic Thinking

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

MAFS.K.12.MP.4.1:

Model with mathematics.

Click here for video

examples from Inside

Mathematics

MAFS.K.12.MP.7.1: Look

for and make use of

structure. Click here for

video examples from

Inside Mathematics

MAFS.K.12.MP.2.1:

Reason abstractly and

quantitatively. Click here

for video examples from

Inside Mathematics

MAFS.K.12.MP.5.1: Use appropriate tools strategically.

MAFS.1.OA.3.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

● Add by counting all, counting on, and recognizing plus 1 means the next number and +2 means the number that is 2 numbers after in the counting sequence.

● Subtract by counting back, counting up from, and recognizing -1 means the number before, and -2 means the number that is 2 numbers before in the counting sequence.

● Identify, describe and use mathematical patterns of adding or subtracting any number up to 20.

● Addition and Subtraction Equations

● Beads on a Necklace ● Skyler’s Dog Biscuits ● Using Counting On

Strategies

● Ants, Hot Dogs and Fish…Oh My

● One More Up On Top ● Go Math - Lessons 3.2, 4.1 ● First Grade Math Activities

MAFS.1.OA.2.4: Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

● Show and explain how a subtraction equation can be rewritten as a related addition equation (e.g. 17-8= ___; student thinks, “eight and what makes 17; 8 + __ =17”; student states, “I know that 8 +9 =17.”)

● Demonstrate the relationship between addition and subtraction using a variety of strategies and tools as a foundation from missing addends.

● Use strategies (e.g. doubles, doubles +1, doubles -1, friendly numbers, known facts) to add and subtract within 20.

● Two Students’ Strategies

● Using Addition to Solve Subtraction

● Using Addition to Solve Subtraction Problems

● Using Inverse Operations

● Let’s Find the Missing Addend ● Thinking Addition to Solve

Subtraction ● Do It with Dominoes: Finding

Fact Families ● Go Math - Lessons 4.2, 4.3 ● First Grade Math Activities

1st Grade Mathematics Curriculum Map

Course Number: 5012030 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 1 Math Modules – Page 7

Module 1 Key Vocabulary

Add Addend Plus Sum Zero Is equal to (=) Order

Compare Difference Fewer Minus More Subtract Subtraction Sentence

Count on

decompose

Doubles

subitize

Doubles +1

compose

Doubles -1

equations

Make a 10

part-part-whole

Count back

number bond

Related Facts

equivalent

subtrahend

balanced equation

minuend equivalent addition sentence expression unknown ten frame

1st Grade Mathematics Curriculum Map

Course Number: 5012030 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 1 Math Modules – Page 8

Assessment Resources

POSSIBLE

ASSESSMENT

SITES FOR ALL

MODULES:

Math Grade 1

Assessments

Engage NY

MAFS.1.0A.3.6

Assessments

MAFS.1.0A.1.1

Assessments

MAFS.1.0A.1.2

Assessments

MAFS.1.0A.2.3

Assessments

MAFS.1.0A.4.7

Assessments

MAFS.1.0A.4.8

Assessments

1st Grade Mathematics Curriculum Map

Course Number: 5012030 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 1 Math Modules – Page 9

Module 2 Numbers in Base Ten

(Approximately 30 days)

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

MAFS.K.12.MP.5.1:

Use appropriate tools

strategically. Click here

for video examples from

Inside Mathematics

MAFS.K.12.MP.7.1:

Look for and make use

of structure. Click here

for video examples from

Inside Mathematics

MAFS.1.NBT.1.1: 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.

● Count to 120 (i.e.; starting at any number less than 120)

● Read numerals to 120. ● Write numerals to 120. ● Label a set of objects with a written numeral to

120.

● Baskets of Apples ● Counting to 120 ● How Many Fish? ● Reading and Writing

Numerals

● Cross It Out ● Over a Hundred Hungry Ants:

Counting to 120 ● Lining Up... How can we use

counting to help us line up? ● Go Math - Lessons 6.1, 6.2, 6.9, 6.10 ● First Grade Math Activities

1st Grade Mathematics Curriculum Map

Course Number: 5012030 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 1 Math Modules – Page 10

MAFS.1.NBT.2.2: Understand that the two digits of a two-digit number represent amounts of tens and ones. a. 10 can be thought of as a bundle of

ten ones — called a “ten.” b. The numbers from 11 to 19 are

composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

c. 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).

d. Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones).

● Represent 10 as ten ones ● Bundle objects in groups of ten and explain ten

ones can be called a “ten”. ● Represent the numbers 11 to 19 as ten and

some ones. ● Explain that the numbers 10, 20, 30, 40, 50, 60,

70, 80, and 90 are one, two, three, four, five, six, seven, eight or nine tens and 0 ones. (e.g. 70 is the same as 7 tens and 0 ones.)

● Represent bundles of tens and some ones as the numerals 11-99.

● Model place value of ones and tens to 99 in various ways using appropriate tools (e.g.,cubes, ten frames, popsicle sticks, straws, paperclip chains, base-ten blocks, etc…)

● Use strategies to decompose numbers leading to 20, 30, 40, 50, 60, 70, 80 and 90. (e.g., 63 is 6 tens and 3 ones; or 4 tens and 23 ones)

● Explain that a digit’s place in a two-digit numeral determines its value (e.g. for the number 53, the 5 has a value of 50 and the 3 has a value of 3)

● Decompose Two-Digit Numbers

● How Many Tens and Ones Are There?

● How Many Tens and Ones?

● Making Tens

● Unpacking Tens! ● Musical Place Value ● Go math Ch 6.3, 6.4, 6.5, 6.6, 6.7,

6.8 ● First Grade Math Activities

1st Grade Mathematics Curriculum Map

Course Number: 5012030 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 1 Math Modules – Page 11

Module 2 Numbers in Base Ten

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

MAFS.K.12.MP.5.1: Use

appropriate tools

strategically. Click here for

video examples from Inside

Mathematics

MAFS.K.12.MP.7.1: Look for

and make use of structure.

Click here for video

examples from Inside

Mathematics

MAFS.K.12.MP.6.1: Attend

to precision. Click here for

video examples from Inside

Mathematics

MAFS.K.12.MP.8.1: Look for

and express regularity in

repeated reasoning. Click

here for video examples

from Inside Mathematics

MAFS.1.NBT.2.3: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

● Name missing numbers on a number line, 0-120 chart

● Compare the numbers from 11-99 by understanding the value of the tens and ones digit.

● Determine when a 2 digit number is greater than, less than, or equal to another 2-digit number.

● Record using the symbols (=, <, >) to compare two 2-digit numbers.

● Explain why a 2-digit number is greater than, less than, or equal to another 2-digit number.

● Greater, Less, or Equal

● Inequalities with Base Ten Blocks

● Laps Around the Track ● Tens and Ones with

Base Ten Blocks ● Using Symbols to

Compare Numbers

● Greedy Gator ● Best Babysitter ● Fishing For Tens and Ones ● Go Math - Lessons 6.8, 7.1, 7.2,

7.3, 7.4 ● First Grade Math Activities

MAFS.1.NBT.3.5: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

● Count forward and backward by tens starting at any number within 100 on a hundreds chart (e.g., 3, 13, 23, 33…-or- 79, 69, 59…)

● Identify the pattern that occurs with counting by tens.

● Explain mental math strategies used to find 10 more or 10 less than any two-digit number (e.g. 10 more than 35 is 45).

● Explain why the tens digit increases or decreases by one when 10 is added or subtracted

● First Graders Present on Tuesday

● Keisha’s Shells ● Pages in a Book ● Subtract Ten

● Let’s Have Fun With Ten More and Ten Less

● Mentally Adding and Subtracting Tens

● Adding and Subtracting Ten ● Go Math - Lesson 7.5 ● First Grade Math Activities

1st Grade Mathematics Curriculum Map

Course Number: 5012030 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 1 Math Modules – Page 12

Module 2 Numbers in Base Ten

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

MAFS.K.12.MP.6.1:

Attend to precision Click

here for video examples

from Inside Mathematics

MAFS.K.12.MP.8.1:

Look for and express

regularity in repeated

reasoning. Click here for

video examples from

Inside Mathematics

MAFS.1.OA.4.7: 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.

● Explain that the equal sign means “is the same as” or “balances”

● HINT: Many students confuse the equal sign with “the answer is”. It should be taught that the equal sign means there are equal quantities on both sides of the equal sign. The operation can be on either side, the answer can be on either sign, or there can be operations on both sides.

E.g.; 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)

● Compare the quantities of both sides of an equation and determine whether the equation is true or false ( e.g.; 5=6-1 is true, 6+3=8+1 is true, 4+4=5+2 is false)

● Equal or Not Equal ● Equality ● Is the Equation True or

False? ● More True or False

Equations ● True or Not True

● Show it Another Way ● Make Mine Equal ● True or False? ● Equals are Easy ● Go Math – Lesson 5.9 ● First Grade Math Activities

1st Grade Mathematics Curriculum Map

Course Number: 5012030 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 1 Math Modules – Page 13

Module 2 Numbers in Base Ten

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

MAFS.K.12.MP.1.1:

Make sense of

problems and

persevere in solving

them. Click here for

video examples from

Inside Mathematics

MAFS.K.12.MP.3.1:

Construct viable

arguments and

critique the

MAFS.1.NBT.3.4: 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.

● Add a two-digit number and a multiple of ten, within 100, using appropriate tools (e.g., concrete models and drawings) and strategies.

● Add a two-digit number to a one-digit number, within 100, using appropriate tools (e.g. concrete models and drawings) and strategies based on place value.

● Use properties of operations and/or the relationship between addition and subtraction to show adding a two-digit number and a one-digit number and a two-digit number and a multiple of ten.

● Explain and record the steps that were followed when using concrete models and drawings.

● Listen and respond to other student’s strategies.

● Adding Tens to Numbers

● Adding Within 100 ● Jumping Rope ● Muffins

● Race to 100 ● Make A Ten To Make Adding

Easy ● Ten Hut ● Adding and Subtracting with

Justen (Just Ten) Frog ● Go Math - Lessons 8.2, 8.4,

8.5, 8.7, 8.8, 8.9 ● First Grade Math Activities

1st Grade Mathematics Curriculum Map

Course Number: 5012030 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 1 Math Modules – Page 14

reasonableness of

others. Click here for

video examples from

Inside Mathematics

MAFS.1.NBT.3.6: 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.

● Subtract a multiple of ten from multiples of ten (e.g. 40-20; 60-10; 90-50).

● Explain the pattern of subtracting a multiple of ten from multiples of ten (i.e., only the tens digit changes) to aid in efficiency and fluency.

● Pencils for School ● Subtracting Forty ● Subtracting Multiples

of Ten ● Subtracting Ten

● Disappearing Tens ● Ten-Hut Part 2 ● Go Math – Lesson 8.9 ● First Grade Math Activities

Module 2 Key Vocabulary

Digit Hundred Ones Tens is greater than > is less than < Is equal to (=)

Assessment Resources

MAFS.1.NBF.2.2 assessments MAFS.1.NBT.2.3 assessments MAFS.1.NBT.3.4 assessments

MAFS.1.NBT.1.1 assessments MAFS.1.NBT.3.5 assessments MAFS.1.NBT.3.6 assessments

MAFS.1.OA.4.7 assessments

1st Grade Mathematics Curriculum Map

Course Number: 5012030 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 1 Math Modules – Page 15

Module 3 Measurement and Data

(Approximately 36 days)

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

MAFS.K.12.MP.2.1:

Reason abstractly and

quantitatively. Click

here for video examples

from Inside

Mathematics

MAFS.1.MD.2.a: Identify and combine values of money in cents up to one dollar working with a single unit of currency1. a. Identify the value of coins (pennies, nickels, dimes,

quarters). b. Compute the value of combinations of coins

(pennies and/or dimes). c. Relate the value of pennies, dimes, and quarters to

the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (1Students are not expected to understand the decimal notation for combinations of dollars and cents.)

● Identify and name the value of pennies, nickels, dimes and quarters.

● Count to find out how many pennies equal $1. ● Skip count to find how many dimes equal $1. ● Know how many quarters equal $1. ● Calculate the value of a combination of pennies

and/or dimes up to $1. (e.g. If you have 2 dimes and 3 pennies, how many cents do you have?)

● Determining the Values of Coins

● How Much Money? ● Relating Coins to Dollar - 1 ● Relating Coins to Dollar - 2

● Mystery Coins ● A Pot of Pennies ● Counting Coins ● How Many Ways can you

Make Combinations of Pennies and Dimes?

● Go Math (Teacher Support for MAFS) – FL Lessons 9.9A, 9.9B, 9.9C, 9.9D

● First Grade Math Activities

MAFS.1.MD.1.1: Order three objects by length; compare the lengths of two objects indirectly by using a third object.

● Recognize when an object is longer, shorter, or taller than another object.

● Order three objects by length (e.g. length of 3 shoes, length of 3 books).

● Compare the length of two objects, indirectly, by using a third object (e.g. find at least two objects that are the same length as. Longer than, and shorter than your hand.)

● Comparing Widths and Heights of Books

● Line Lengths ● Longest to Shortest Cubes ● The Missing Pencil ● What’s the Length of the

Third Set?

● Thrice Is Nice? ● Fishy Lengths-Which fish

is right for my aquarium? ● What is in the Size of a

Foot? ● Go Math - Lessons 9.1,

9.2, 9.5 ● First Grade Math

Activities

1st Grade Mathematics Curriculum Map

Course Number: 5012030 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 1 Math Modules – Page 16

MAFS.1.MD.1.a: Understand how to use a ruler to measure length to the nearest inch. a. Recognize that the ruler is a tool that can be used

to measure the attribute of length. b. Understand the importance of the zero point and

end point and that the length measure is the span between two points.

c. Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object.

● Understand and recognize that the ruler is a tool used to measure the attributes of length.

● Discuss the importance of the zero and end point.

● Explain that length measure is the span between two points.

● Recognize and explain a ruler has equal length intervals with no gaps or overlaps.

● Use a ruler to measure to the nearest inch.

● Measuring Michael’s Toy Car - 1

● Measuring Michael’s Toy Car – 2

● What Do These Marks Mean?

● Inch By Inch ● Measuring By Inches ● Go Math (Teacher

Support for MAFS) – FL Lessons 9.5A, 9.5B, 9.5C

● First Grade Math Activities

MAFS.K.12.MP.8.1: Look for and express regularity in repeated reasoning. Click here for video examples from Inside Mathematics

MAFS.1.MD.2.3: Tell and write time in hours and half-hours using analog and digital clocks.

● Identify a digital and an analog clock. ● Tell how many minutes are in one whole hour

(i.e., 60 minutes) ● Explain why 30 minutes is half an hour. ● Identify hours and minutes on a digital and an

analog clock. ● Use their understanding of halves and wholes

when telling time on an analog clock. ● Tell and write time in hours and half-hours

using analog and digital clocks. ● Determine the time on an analog clock (i.e. to

the hour or half-hour) and write the time as it would appear on a digital clock.

● Determine the time on a digital clock when the minutes are displayed as :00 or :30, and draw hands on an analog clock to show the time.

● After School ● Digital Clocks ● Match the Times ● What Time is Lunch?

● Do you have the time? ● What Time is It? ● It’s About Time? ● Go Math – Lessons 9.6,

9.7, 9.8, 9.9 ● First Grade Math

Activities

1st Grade Mathematics Curriculum Map

Course Number: 5012030 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 1 Math Modules – Page 17

MAFS.1.MD.3.4: 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.

● Sort and represent up to three categories of data. (Should use concrete objects such as food, students. Post-It Notes, stuffed animals, tally marks).

● Answer questions about the total number of data points and how many data points are in each category.

● Determine when a category has more or less than another category.

● Flavors of Ice Cream ● Pocket Data ● Sort it Out ● What’s for Lunch?

● Introduction to Bar Graphs ● Eye To Eye ● Graphing Trash Material ● Graphing With Tally O’

Malley ● Go Math 10.1, 10.2, 10.3,

10.4, 10.5, 10.6, 10.7 ● First Grade Math

Activities

Module 3 Key Vocabulary

Penny Nickel Dime Quarter Hour Half-hour Half past

Hour hand Longest Shortest Minute Minute hand Bar graph Pictograph

Tally Chart Tally Mark

Assessment Resources

Money Assessment Partition Shapes Time Assessment

1st Grade Mathematics Curriculum Map

Course Number: 5012030 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 1 Math Modules – Page 18

Module 4 Geometry

(Approximately 25 days)

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

MAFS.K.12.MP.4.1: Model with mathematics. Click here for video examples from Inside Mathematics

MAFS.K.12.MP.7.1: Look for and make use of structure. Click here for video examples from Inside Mathematics

MAFS.1.G.1.1 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.

● Describe attributes of two-dimensional shapes (e.g. color, texture, size, number of sides/vertices)

● Explain that defining attributes are features that are always true for classifying and identifying shapes (e.g. closed, number of sides and vertices)

● Explain that non-defining attributes are features that may be present but are not always true for every shape (e.g. color, size, texture and orientation).

● Sort, compare and identify shapes based on their attributes.

● Construct and draw a shape when given specific defining attributes (e.g. model a closed figure with 4 sides and 4 vertices.)

● Attributes of a Hexagon ● Draw Triangles ● Is it Still a Rectangle ● Turning a Square

● Three-Dimensional Play Dough ● Being Shapely ● Math Monster ● Go Math - Lessons 12.1, 12.2 ● https://grade1commoncoremath

.wikispaces.hcpss.org/Assessing+1.NBT.3

● http://www.k-5mathteachingresources.com/1st-grade-number-activities.html

1st Grade Mathematics Curriculum Map

Course Number: 5012030 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 1 Math Modules – Page 19

MAFS.K.12.MP.1.1: Make sense of problems and persevere in solving them. Click here for video examples from Inside Mathematics

MAFS.1.G.1.2 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.

● Review two-dimensional (i.e. rectangles, squares, trapezoids, triangles, half-circles and quarter circles) and three-dimensional (i.e. cubes, right rectangular prisms, right circular cones, and right circular cylinders) shapes.

● Combine two-dimensional shapes to create (model) a composite shape (e.g., two triangles to make a square).

● Compose a new shape by adding a two-dimensional shape to the composite shape (e.g. a square and a trapezoid to make a hexagon).

● Combine three-dimensional solids to create (model a composite solid).

● Compose a new solid be adding a three dimensional solid to the composite solid.

● Choose the shapes needed to model a given composite figure.

● Building with Three-Dimensional Shapes

● Compose Shapes with Triangles

● Compose Shapes with Triangles and Trapezoids

● Composing a Trapezoid ● Fill in the Missing Part

● Fun With Shapes ● Build A New Shape ● Go Math – Lessons 11.2, 11.2,

11.3, 12.3, 12.4, 12.5 ● https://grade1commoncoremath.

wikispaces.hcpss.org/Assessing+1.NBT.3

● http://www.k-5mathteachingresources.com/1st-grade-number-activities.html

MAFS.K.12.MP.4.1: Model with mathematics. Click here for video examples from Inside Mathematics

MAFS.K.12.MP.7.1: Look for and make use of structure. Click here for video examples from Inside Mathematics

MAFS.K.12.MP.1.1: Make sense of problems and persevere in solving them. Click here for video examples from Inside Mathematics

MAFS.G.1.3 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.

● Partition (separate) circles and rectangles into two and four equal parts.

● Describe the parts using the words halves, fourths, and quarters

● Describe using the phrases half of, fourth of, and quarter of

● Describe the whole as two of two parts or four of four parts.

● Explain that decomposing a shape into more equal shares creates smaller shares (e.g., one of two shares is larger than one of four shares.)

● Half of a Rectangle ● Partition a Rectangle ● Partition a Pizza ● Which is Less?

● Equal Shares at The Zoo? Who Knew!

● It’s A Piece of Cake….and Pizza

● Go Math - Lessons 12.8, 12.9, 12.10

● https://grade1commoncoremath.wikispaces.hcpss.org/Assessing+1.NBT.3

● http://www.k-5mathteachingresources.com/1st-grade-number-activities.html

1st Grade Mathematics Curriculum Map

Course Number: 5012030 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 1 Math Modules – Page 20

Module 4 - Key Vocabulary

Cone Cube Curved Surface Flat Surface Rectangular Prism Sphere Equal Parts

Equal Shares Fourth of Fourths Half of/two of Halves Quarter of Quarters

Sides Unequal Parts Unequal Shares Vertices

Assessment Resources

Module 4 Assessment