ELEMENTARY MATH GRADE 1 - Public Schools of Elementary Math - Grade 1 10 ... 6 + 4 = 2 + 10 = 12 (Associative property of addition). 1.0A.B.4 Understand subtraction as an unknown-addend

PUBLIC SCHOOLS OF EDISON TOWNSHIP

DIVISION OF CURRICULUM AND INSTRUCTION

ELEMENTARY MATH GRADE 1

Length of Course:

Term

Elective / Required:

Required

Schools:

Elementary

Student Eligibility:

Grade 1

Credit Value:

N / A

Date Approved: October 14, 2013

Elementary Math - Grade 1

TABLE OF CONTENTS

Statement of Purpose 3 Math Overview and Suggested Pacing 4 Matrix Grade 1 5 Unit 1: Numbers to 10 6 Unit 2: Number Bonds 8 Unit 3: Addition Facts to 10 10 Unit 4: Subtraction Facts to 10 13 Unit 5: Shapes and Patterns 16 Unit 6: Ordinal Numbers and Position 18 Unit 7: Numbers to 20 20 Unit 8: Addition and Subtraction Facts to 20 22 Unit 9: Length 25 Unit 10: Weight 27 Unit 11: Picture Graphs and Bar Graphs 29 Unit 12: Numbers to 40 31 Unit 13: Addition and Subtraction to 40 33 Unit 14: Mental Math 36 Unit 15: Calendar and Time 39 Unit 16: Numbers to 120 41 Unit 17: Addition and Subtraction to 100 43

Unit 18: Multiplication and Division 46 Unit 19: Money 48

Elementary Math - Grade 1 3

Statement of Purpose

The Common Core State Standards for Mathematics challenges us to ensure focus and coherence in our mathematics curriculum across all elementary grade levels. This curriculum guide aligns these standards with our resources to ensure high achievement for all students. Coherence is supported by the alignment of the curriculum, instruction, and assessments. The repeated Domains within the CCSSM, progress through the elementary grades to allow for developmentally appropriate attainment of learning outcomes. The CCSS Matrix for each grade level can be referenced for a visual representation of this idea. The curriculum’s suggested pacing allows for the important balance of developing conceptual understanding and procedural skills. Instructional decisions are guided by the use of Board approved resources, problem-based learning, and real-world applications that incorporate technology and 21st Century Skills. Various forms of assessment are used to determine understanding of concepts and mastery of skills. This data is analyzed to inform professional development needs, revision of curriculum, as well as immediate targeted instruction for student needs. Focus is provided by explicitly naming the topics on the Overview page and providing the Unit Objectives/Enduring Understandings, key ideas, and skills on the curriculum pages. Please note, key ideas are separated from the skills by columns, but the students’ learning experiences are not separate. Students develop deeper understandings of mathematical concepts because they spend time thinking like mathematicians and are involved in the Standards for Mathematical Practices. The Standards for Mathematical Practices do not serve the same purpose as the Common Core State Standards and are not organized like them. The Common Core State Standards for Mathematics include these separate eight practices for the mathematics educators to develop these competencies within their students over time. The opportunities for modeling and developing these practices in the classroom arise when the CCSSM uses the term, understand in a standard. Students can gain better understanding of a concept when engaged in these practices as follows. Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

This curriculum guide has been developed to address the rigor in the Common Core State Standards for Mathematics and the relevance in the 21st Century Skills, including technology as a tool for learning and applying new knowledge. Future revisions of this guide will be informed by new understandings of the CCSSM, reflections on instruction, and data collection from pacing and assessments.


Grade 1 Overview and Suggested Pacing

Topic Suggested Pacing (Days)

Chapter 1 Numbers to 10 9-18 days

Chapter 2 Number Bonds 5-10 Days

Chapter 3 Addition Facts to 10 9-18 Days

Chapter 4 Subtraction Facts to 10 10-20 Days

Chapter 5 Shapes and Patterns 16-32 Days

Chapter 6 Ordinal Numbers and Position 7-14 Days

Chapter 7 Numbers to 20 10-20 Days

Chapter 8 Addition and Subtraction Facts to 20 9-18 Days

Chapter 9 Length 10-20 Days

Chapter 10 Weight 9-18 Days

Chapter 11 Picture Graphs and Bar Graphs 8-16 Days


Chapter 13 Addition and Subtraction Facts to 40 11-22 Days

Chapter 14 Mental Math Strategies 7-14 Days

Chapter 15 Calendar and Time 9-18 Days


Chapter 17 Addition and Subtraction to 100 8-16 Days

Chapter 18 Multiplication and Division 7-14 Days

Chapter 19 Money 9-18 Days


Common Core State Standards Matrix Grade 1 Ch #

OA 1

OA 2

OA 3

OA 4

OA 5

OA 6

OA 7

OA 8

NBT 1

NBT 2a

NBT 2b

NBT 2C

NBT 3

NBT 4

NBT 5

NBT 6

MD 1

MD 2

MD 3

MD 4

G 1

G 2

G 3

1 X

2 X

3 X X X X X X X X

4 X X X X X X X

5 X X X

6 X

7 X X X

8 X X X X X X X X

9 X X

10 X

11 X X

12 X X X X

13 X X X X X X X X X X X

14 X X X X X X X

15 X

16 X X X X X

17 X X X X X X X

18 X

19 X


Chapter 1 Numbers to 10 Approximate Pacing 9 to 18 days

Objectives/Enduring Understandings

Students will count and compare numbers to 10.

PRIORITY COMMON CORE STATE STANDARDS

Domain Numbers and Operations in Base Ten

Cluster Heading Extending the counting sequence

CCSS#

1.NBT.A1 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.

21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8)

8.1 All students will develop an understanding of the nature and impact of technology, engineering, technological design and the designed world as they relate to the individual, global society, and the environment.

9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

Standard

8.1.2.A.5 Demonstrate the ability to navigate in developmentally appropriate virtual environments.

9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.


Unwrapped Standards

Key Knowledge Process/Skills/Procedures/Application of Key knowledge

Students will know: -Counting to 10 -Comparing numbers -Making number patterns -Fewer -More -Pattern -Less than -More than

Students will be able to: -Identify 0 to 10 objects. -Recognize and write 0 to 10 in numerals and written form. -Explain the comparison between two sets of numbers using one-to-one correspondence. -Identify the set that has more, fewer, or the same number of objects. -Identify the number that is greater than or less than another number. -Describe and apply ways to make number patterns. -Classify objects in order to compare. -Create different representations of the same number of objects in a set. -Locate and count different types of objects within a mixed set.

Evidence of Learning

Formative Assessment Pre-Test Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games

Summative Assessment Chapter Review/Test Test Prep

Resources

Math in Focus Chapter 1 Everyday Counts Think Central


Chapter 2 Number Bonds Approximate Pacing 5 to 10 days


Students will understand that number bonds can be used to show parts and whole.


Domain Operations and Algebraic Thinking

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

CCSS#

1.OA.B3 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.)




Standard



9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.

9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.


Unwrapped Standards


Students will know: Number bonds can be used to show parts and whole. Part Whole

Students will be able to: Make number bonds using connecting cubes or a math balance. Make different number bonds for numbers 1 to 10. Analyze parts and whole to deduce a missing part. Explain the part-whole relationship of a number using connecting cubes, math balance, or drawing.



Summative Assessment Chapter Review/Test Test Prep Cumulative Review for Chapters 1 and 2

Resources

Math in Focus Chapter 2 Everyday Counts Think Central


Chapter 3 Addition Facts to 10 Approximate Pacing 9 to 18 days


Students will understand that addition can be used to find how many in all. Students will add by counting on and by using number bonds. Students will construct addition stories from pictures and write addition sentences.



Cluster Headings 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.

CCSS#

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.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. 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).

1.0A.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.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

1.0A.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.

1.0A.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 = _.




Standard





Unwrapped Standards


Students will know: Equal to (=) Plus (+) Addition Strategies: Part-whole Counting on Draw a diagram Act it out

Students will be able to: Explain how to count on to add to 10 or find how many more Implement the use of number bonds to add in any order, and solve problems. Construct addition sentences based on a picture to solve problems. Produce addition stories based on pictures. Solve read world problems. Analyze parts and wholes to deduce the missing segment. Draw a diagram to solve problems. Use a ten-frame to add. Interpret real-world addition problems to solve using number bonds.





Resources Math in Focus Chapter 3 Every Day Counts Think Central


Chapter 4 Subtraction Facts to 10 Approximate Pacing 10 to 20 days

Objectives/ Enduring Understandings

Students will understand that subtraction can be used to find how many are left.



Cluster Heading 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

CCSS#


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. 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).





Standard





Unwrapped Standards


Students will know: Fact Families (Related Facts) True False Strategies: Take-away Count on Count back Guess and Check

Students will be able to: Solve and describe subtraction as the following strategies: take-away, count on, and count back. Implement the use of number bonds to subtract. Use ten-frames to subtract. Solve and construct subtraction sentences with a partner and independently. Produce subtraction stories about a picture. Analyze parts and wholes to solve real-world problems. Recognize and describe the relationship between addition and subtraction sentences. Construct and apply fact families (Related Facts) to solve real-world problems. Identify and explain if number sentences involving addition and subtraction are true or false.







Chapter 5 Shapes and Patterns Approximate Pacing 16 to 32 days

Unit Objectives/ Enduring Understandings

Students will understand: Explore, identify, and compare plane and solid shapes in patterns and in the real world.


Domain Geometry

Cluster Heading Reason with shapes and their attributes.

CCSS# CCS Standard

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.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.

21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards

CPI # Cumulative Process Indicator (CPI)





Unwrapped Standards


Students will know: -Exploring plane shapes -Exploring solid shapes -Making pictures and models with shapes -Seeing shapes around us -Making patterns with plane shapes -Making patterns with solid shapes

Students will be able to: -Identify, classify, and describe plane shapes. -Identify and create the same and different shapes. -Divide and describe shapes made into two and four equal parts. -Describe the whole as the sum of its parts. -Understand that dividing a whole into more equal parts creates smaller parts. -Identify, classify, and sort solid shapes. -Compare, combine and separate plane and solid shapes. -Identify plane and solid shapes in real life. -Use plane shapes to identify, extend, and create patterns. -Use solid shapes to identify, extend, and create patterns. -Identify patterns and relationships between shapes and then classify the shapes.


Formative Assessment

Pre-Test Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games

Summative Assessment

Chapter Review/Test Test Prep

Resources

Math in Focus Chapter 5 Every Day Counts Think Central


Chapter 6 Ordinal Numbers and Position

Approximate Pacing 7 to 14 days


Students will understand: Numbers and words can be used to describe order and position.



Cluster Heading Represent and solve problems involving addition and subtraction.

CCSS# CCS Standard





9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings.




Unwrapped Standards


Students will know: -Ordinal numbers -Position words

Students will be able to: -Use ordinal numbers. -Use position words to name relative position. -Organize information in order to deduce and identify relationships with regards to position.




Resources

Math in Focus Chapter 6 Every Day Counts Think Central


Chapter 7 Numbers to 20 Approximate Pacing 10 to 20 days


Students will understand: Count, compare, and order numbers to 20.


Domain Number and Operations in Base Ten

Cluster Heading Understand place value

CCSS# CCS Standard

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 <.







Unwrapped Standards


Students will know: -Counting to 20 -Place Value -Comparing Numbers -Making Patterns and Ordering Numbers

Students will be able to: -Show how to count on from 10 to 20. -Show how to read and write 11 to 20 in numbers and words. -Use a place-value chart to show numbers up to 20. -Show objects up to 20 as tens and ones. -Compare numbers to 20. -List and describe number patterns in terms of number order. -Analyze number patterns and relationships.






Chapter 8 Addition and Subtraction Facts to 20

Approximate Pacing 9 to 18 days


Students will understand: Different strategies can be used to add and subtract.



Cluster Heading 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

CCSS# CCS Standard


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.2Examples: 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.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 = _.







Unwrapped Standards


Students will know: -Ways to add -Ways to subtract -Real-world problems: Addition and Subtraction Facts

Students will be able to: -Apply different strategies to add 1- and 2- digit numbers -Solve 1- and 2- digit subtraction problems with and without regrouping -Analyze, organize, and solve puzzles using addition and subtraction







Chapter 9 Length Approximate Pacing 10 to 20 days


Students will understand: Compare the height and length of things. Measure with non-standard units to find length.


Domain Measurement and Data

Math CCSS Measure lengths indirectly and by iterating length units

Cluster Heading CCS Standard

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.








Unwrapped Standards


Students will know: -Comparing two things -Comparing more than two things -Using a start line -Measuring things -Finding lengths in units

Students will be able to: -Compare two lengths using the terms tall/taller, long/longer, and short/shorter -Analyze and compare two lengths by comparing each with a third length and use the terms tallest, longest, and shortest -Implement a common starting point when comparing lengths -Apply the use of non-standard units to measure length and explain using different non-standard units may give different measurements for the same item -Implement the term "unit" to describe length -Solve length measurement in groups of tens and ones -Compare the length of two objects using two different non-standard units



Summative Assessment Chapter Review/Test Test Prep Cumulative Review for Chapters 7 to 9 Mid-Year Review



Chapter 10 Weight Approximate Pacing 9-18 days

Unit Objectives/ Enduring Understanding

Students will understand: Count and Compare numbers to 1,000



Cluster Heading Work with addition and subtraction equations

CCS STANDARD

1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.








Unwrapped Standard

Key Knowledge Process/Skills/Procedures/Application of Key Knowledge

Higher Level Blooms

Students will know: Students will be able to :

Comparing Things -Use base ten blocks to recognize, read, and write numbers to 1,000

Finding the Weight of Things -Count on by 1s, 10s, and 100s to 1,000

Finding Weight in Units -Use base ten blocks and a place value chart to recognize, read, and write numbers to 1,000

-Use the term "unit" when writing the weight of things.

-Explain why there is a difference in measurement when using non-standard units

-Arrange objects according to their weights.

Formative Pre-Test

Teacher Observation

Ticket Out

Classwork

Homework

Problem of the Lesson

Math Games

Summative Chapter Review/ Test

Test Prep

Resources

Math In Focus Chapter 10

Everyday Counts


Unit 11 Picture Graphs and Bar Graphs Approximate Pacing 8-16 days

Unit Objectives/ Enduring Understanding Students will understand: Count and Compare numbers to 1,000





Cluster Heading Measure and estimate lengths in standard units

CCSS# CCS STANDARD

1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 1.MD.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.







Evidence of Learning Unwrapped Standard


Higher Level Blooms


Simple Picture Graphs Picture Graphs

-Use base ten blocks to recognize, read, and write numbers to 1,000.

Tally Charts -Count on by 1s, 10s, and 100s to 1,000.

Bar Graphs -Use base ten blocks and a place value chart to read, and write and represent numbers to 1,000.

-Read and write numbers to 1,000 in standard form, expanded form, and word form.

-Make a tally chart

-Show data in a bar graph.

-Understand data shown in a bar graph

Formative Pre-Test

Teacher Observation

Ticket Out

Classwork

Homework


Math Games


Test Prep

Resources

Math in Focus Chapter 11

Every Day Counts

Think Central


Chapter 12 Numbers to 40 Approximate Pacing 7-14 days

Unit Objectives/ Enduring Understanding Students will understand: Count, compare and order numbers from 1 to 40



Cluster Heading Extending counting sequence

Understand place value

CCSS# CCS STANDARD

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.


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).










Higher Level Blooms


Counting to 40 Count on from 21 to 40.

Place Value Read and write 21 to 40 in number and words.

Comparing Use a place-value chart to show numbers up to 40.

Ordering Patterns

Show objects up to 40 as tens and ones.

Use a strategy to compare numbers to 40.

Compare numbers to 40.

Order numbers to 40.

Find the missing numbers in a number pattern.

Formative Pre-Test

Teacher Observation

Ticket Out

Classwork

Homework


Math Games


Test Prep

Resources


Every Day Counts


Chapter 13 Addition and Subtraction to 40 Approximate Pacing 11-22 days

Unit Objectives/ Enduring Understanding Students will understand: Whole numbers can be added and subtracted with or without regrouping




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


Cluster Heading 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

CCSS# CCS STANDARD



1.NBT.B.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.B.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.

1.OA.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.OA.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.4 Understand subtraction as an unknown-addend problem.

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

1.OA.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.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.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 = _.








Unwrapped Standard

Key Knowledge Process/Sills/Procedures/Application of Key Knowledge Higher Level Blooms


Addition Without Regrouping Add a 2-digit number and 1-digit number without regrouping

Addition with Regrouping Add two 2-digit numbers without regrouping

Subtraction without Regrouping Add a 2-digit number and a 1-digit number with regrouping

Subtraction with Regrouping Subtract a 1-digit number from a 2-digit number without regrouping

Subtract a 2-digit number from another 2-digit number without regrouping

Subtract a 1-digit number from a 2-digit number with regrouping

Adding three numbers Subtract a 2-digit number from another 2-digit number with regrouping

Real World Problems: Addition and Subtraction Solve real world problems

Use related addition and subtraction facts to check the answers to real world problems

Formative Pre-Test

Teacher Observation

Ticket Out

Classwork

Homework


Math Games


Test Prep

Cumulative Review

Resources


Every Day Counts


Chapter 14 Mental Math Approximate Pacing 7-14 days

Unit Objectives/ Enduring Understanding Students will understand: Number bonds help you to add and subtract mentally



Cluster Heading Use place value understanding and properties of operations to add and subtract


Cluster Heading Represent and solve problems involving addition and subtraction

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


CCSS# CCS STANDARD


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

1.OA.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.OA.3 Apply properties of operations as strategies to add and subtract

1.OA.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).










Unwrapped Standard


Higher Level Blooms


Mental Addition Mentally add 1-digit numbers

Mental Subtraction Mentally add a 1-digit number to a 2-digit number

Mentally add a 2-digit number to tens

Mentally subtract 1-digit numbers

Mentally subtract a 1-digit numbers from a 2-digit number

Mentally subtract tens from a 2 digit number


Formative Pre-Test

Teacher Observation

Ticket Out

Classwork

Homework


Math Games


Test Prep

Resources


Every Day Counts


Chapter 15 Calendar and Time Approximate Pacing 9-18 days

Unit Objectives/ Enduring Understanding Students will understand: Calendars are used to show days, weeks, and months of a year. Clocks are used to read time of the day.



Cluster Heading Tell and write time

CCSS# CCS STANDARD

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








Higher Level Blooms


Using a Calendar Read a calendar

Telling Time to the Hour Know the days of the week and months of the year

Telling Time to the Half Hour Write the date

Know the seasons of the year

Use the term o'clock to tell the time to the hour

Read and show time to the hour on a clock

Read and show time to the hour on a digital clock

Read time to the half hour

Use the term half past

Relate time to daily activities

Read and show time to the hour on a digital clock


Formative Pre-Test

Teacher Observation

Ticket Out

Classwork

Homework


Math Games


Test Prep

Benchmark Assessment

Cumulative Review

Resources


Every Day Counts


Unit 16 Numbers to 120 Approximate Pacing 11-22 days

Unit Objectives/ Enduring Understanding Students will understand: Counting, comparing, and ordering numbers from 1 to 100


Domain Number and Operations in Base Ten

Cluster Heading Extending the counting sequence

Understand place value

Operations and Algebraic Thinking


CCSS# CCS STANDARD

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.













Higher Level Blooms


Counting to 100 Count on from 41 to 100

Counting to 120 Read and write 41 to 100 in numbers and words

Place Value Count on from 101 to 120

Comparing, Ordering and Patterns Read and write 101 to 120 in numbers and words

Use a place value chart to show numbers up to 100

Show objects up to 100 as tens and ones

Use a strategy to compare numbers to 100

Compare numbers to 100

Order numbers to 100

Finding the missing numbers in a number pattern

Compare numbers to 100 using the symbols >, < and =

Formative Pre-Test

Teacher Observation

Ticket Out

Classwork

Homework


Math Games


Test Prep

Resources


Every Day Counts


Chapter 17 Addition and Subtraction to 100 Approximate Pacing 8-16 days

Unit Objectives/ Enduring Understanding Students will understand: Numbers to 100 can be added and subtracted with and without regrouping


Domain Numbers and Operations in Base 10


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


Cluster Heading Understand and apply properties of operations and the relationship between addition and subtraction

Work with addition and subtraction equations

CCSS# CCS STANDARD




1.NBT.B.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.

1.OA.4 Understand subtraction as an unknown-addend problem.










Unwrapped Standard

Key Knowledge Process/Skills/Procedures/Application of Key Knowledge Higher Level Blooms


Addition without Regrouping Add a 2-digit number and a 1-digit number without regrouping

Addition with Regrouping Add two 2-digit numbers without regrouping

Subtraction without Regrouping Add a 2-digit number and a 1-digit number without regrouping

Subtraction with Regrouping Add two 2-digit numbers without regrouping

Subtract a 1-digit number from a 2-digit number without regrouping

Subtract a 2-digit number from another 2-digit number without regrouping

Subtract a 1-digit number from a 2-digit number with regrouping

Subtract 2-digit numbers with regrouping


Formative Pre-Test

Teacher Observation

Ticket Out

Classwork

Homework


Math Games


Test Prep

Cumulative Review for Chapters 16 and 17

Resources


Every Day Counts


Chapter 18 Multiplication and Division Approximate Pacing 7-14 days

Unit Objectives/ Enduring Understanding Students will understand: Multiplication is the same as adding equal groups. Dividing is the same as sharing thins equally or putting things into equal groups


Domain Geometry

Cluster Heading Reason with shapes and their attributes

CCSS# CCS STANDARD

1.G.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.









Higher Level Blooms


Adding the Same Number Use objects or pictures to find the total number of items in groups of the same size

Sharing Equally Relate repeated addition to the concept of multiplication

Finding the Number of Groups Use objects or pictures to find the number of items in each group when sharing equally

Relate sharing equally to the concept of division

Use objects or pictures to show the concept of division as finding the number of equal groups

Formative Pre-Test

Teacher Observation

Ticket Out

Classwork

Homework


Math Games


Test Prep

Resources


Every Day Counts


Chapter 19 Money Approximate Pacing 9-18 days

Unit Objectives/ Enduring Understanding Students will understand: Penny, nickel, dime and quarter are coins that can be counted and exchanged. Money can be added and subtracted.




CCSS# CCS STANDARD










Higher Level Blooms


Penny, Nickel, Dime and Quarter Recognize and name penny, nickel, and dime

Counting Money Understand that cent sign stands for cents

Adding and Subtracting Money Skip count to find the value of a collection of coins

Exchange a coin for a greater value for a set of coins of equal value

Use different combinations of coins less that $0.25 to buy things

Know and name a quarter

Exchange a quarter for a set of coins of equal value

Count money in cents up to $1 using the 'count on' strategy

Choose the correct value of coins when buying items

Use different combinations of coins to show the same value

Add to find the cost of items

Subtract to find the change

Add and subtract money in cents (up to $1)

Solve real world problems involving addition and subtraction of money

Formative Pre-Test

Teacher Observation

Ticket Out

Classwork

Homework


Math Games


Test Prep

Cumulative Review for Chapters 18 and 19

End of Year Review/Test Prep/ Test


Resources


Every Day Counts

Documents

ELEMENTARY MATH GRADE 1 - Public Schools of Elementary Math - Grade 1 10 ... 6 + 4 = 2 + 10 = 12 (Associative property of addition). 1.0A.B.4 Understand subtraction as an unknown-addend