Putnam County Schools Curriculum Map 1 2019-2020 Ready … · 2019. 7. 24. · Unit Assessment: 2 Days August 19-23 Lesson 1: Count On to Add (5 days) ... Add and Subtract in Word

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Putnam County Schools Curriculum Map

1st Grade

2019-2020

Ready Classroom Mathematics: Unit 1

Instructional

Window:

iReady Diagnostic Window 1: August 14-September 11

August 12-16 Lesson 0:

Aug 19-Sept 24 Unit 1: Numbers within 10 (Addition) Instructional: 24 Days

Unit Assessment: 2

Days

August 19-23 Lesson 1: Count On to Add (5 days)

Standards:

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

Cognitive Complexity: Level 1: Recall

Session Learning Targets Sample Success Criteria (Refer to TE for additional SC) Teacher Team Unit

Planning

1-5

Relate Counting to

addition.

I can use counting strategies to add such as:

o Counting all

o Counting on

I can explain how counting on relates to addition

I can write the equation connected to the counting strategies

used

I can look for and express regularity in repeated reasoning

(MP8)

August 26-30 Lesson 2: Doubles and Near Doubles (5 Days)

Standards:

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).

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts


Planning

Demonstrate fluency for

addition and

subtraction within

10.

I can add within 10 showing:

o Accuracy (correct answer)

o Efficiency (a reasonable number of steps in 3-5

seconds without counting)

o Flexibility (using various strategies)

Count On

Using doubles or doubles plus 1

I can attend to precision (MP6)

I can look for and make use of structure (MP7)


September 3-9 Lesson 3: Add in Any Order (5 Days)

Standards:

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.)


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 = [ ].



Planning

1-2 Apply properties of

operations as strategies to

add and subtract.

I can model the properties of operation using mathematical

tools and representations.

I can explain how the following properties of operation work

as strategies to add and subtract:

o Commutative property of addition

I can make sense of problems and persevere in solving them

(MP1)

I can model with mathematics (MP4)

3-5 Determine the unknown

whole number in an

addition or subtraction

equation relating three

whole numbers.

I can find the missing value in an addition or subtraction

equations by using a variety of strategies

I can explain the part-part-whole relationships in addition

and subtraction equations

I can reason abstractly and quantitatively (MP2)



Sept. 10-13 Lesson 4: Understand Missing Addends (4 Days)

Standards:

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.



Planning

1-4 Understand subtraction as

an unknown-addend

problem.

I can explain the relationship between addition and

subtraction

I can solve subtraction problems to find the missing addend

using various strategies like the following:

o Think-Addition

o Build up through 10

o Back down through 10

I can reason abstractly and quantitatively (MP2)

I can look for and express regularity in repeated reasoning

(MP8)


Sept. 16-20 Lesson 5: Number Partner for 10 (5 Days)

Standards:

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.)







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 = [ ].



Planning

1-5 Demonstrate fluency for

addition and subtraction

within 10.

I can add within 10 showing:


o Efficiency (a reasonable number of steps in 3-5

seconds without counting)

o Flexibility (using various strategies)

Count On

Make a ten

Decomposing a number to make ten

Using the relationship between adding

and subtracting

Using doubles or doubles plus 1



Unit 1: Mid Unit Assessment (2 Days)



1st Grade

2019-2020

Ready Classroom Mathematics: Unit 1 (Continued)

Instructional Window: iReady Growth Monitoring 1: October 7-October 25

Sept 23-Oct. 30 Unit 2: Numbers within 10 (Subtraction) Instructional: 24 Days

Unit Assessment: 2 Days

Sept. 23-Sept. 27 Lesson 6: Count on to Subtract (5 days)

Standards:

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


Session Learning Targets Sample Success Criteria (Refer to TE for

additional SC) Teacher Team Unit Planning

1-5 Relate counting to subtraction. I can use counting strategies to subtract

such as:

o Counting all

o Count back

I can explain how counting back relates to

subtraction

I can write the equation connected to the

counting strategies used

I can look for and express regularity in

repeated reasoning (MP8)

Sept. 30- Oct. 4 Lesson 7: Add and Subtract in Word Problems (5 days)

Standards:

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 ( 1 Students are not required to independently read the word

problems.)




1-5 Use objects, drawings and

equations with a symbol

for the unknown number to

represent addition and

subtraction problems

within 10.

I can match objects and drawing to addition

and subtraction situations and word

problems within 20

I can use a symbol to represent an unknown

value in an addition or subtraction equation

I can represent various addition and

subtraction situations (e.g., using objects,

drawings, equations, etc.) to solve word

problems within 20

I can make sense of problems and persevere

in solving them (MP1)



Oct. 7-Oct. 11 Lesson 8: Subtract to Compare in Word Problems (5 Days)

Standards:




problems.)




1-5 Use subtractions within 10 to

solve word problems involving

various situations with

unknowns in all positions.

I can determine the unknown number in

subtraction word problems within 10 in the

following separating situations:

o Take apart

o Comparing

I can explain how to solve a subtraction

situation or word problem within 10



o I can reason abstractly and

quantitatively (MP2)

Oct. 16- Oct. 21 Lesson 9: Understand True and False Equations (5 Days)

Standards:

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.




1-2 Understand the meaning of the

equal sign. I can explain the meaning of the equal sign


I can look for and make use of structure

(MP7)

3-5 Determine if equations

involving addition and

subtraction are true or false.

I can compare the values on each side of

the equal sign without calculating to see if

an equation is true or false

I can explain what makes the equation true

or false

I can reason abstractly and quantitatively

(MP2)


(MP7)


Oct. 22- Oct. 28 Lesson 10: Use Strategies for Addition and Subtraction (5 Days)

Standards:


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).




Demonstrate fluency for

addition and subtraction within

10.

I can add and subtract fluently within 10

showing:


o Efficiency (a reasonable number

of steps in 3-5 seconds without

counting)

o Flexibility (using various

strategies)



(MP7)

Unit 2: Unit Assessment (2 Days)



1st Grade

2019-2020


Instructional Window:

Oct. 31- Dec. 4 Unit 2: Numbers within 20 Instructional: 19 Days


Oct 31-Nov. 5 Lesson 11: Understand Teen Numbers (4 days)

Standards:

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.


Session Learning Targets Sample Success Criteria (Refer to TE for additional

SC) Teacher Team Unit

Planning

1 Understand that 10 can be

thought of as a bundle of

ten ones.

I can define the number "10"

I can explain what each digit of a two digit

number represents


(MP7)

2-4 Understand the numbers from

11 to 19 are composed of a ten

and one, two, three, four, five,

six, seven, eight or nine ones.

I can represent numbers 11 to 19 as composed

of a ten and the correct number of ones

o (e.g., using cubes, beans, counters,

links, etc.)

I can explain how a given representation or

model describes the numbers 11 to 19


(MP2)


(MP7)

Nov. 6- Nov.13 Lesson 12: Make a Ten to Add (5 days)

Standards:








Planning


1-5 Add within 20 using

strategies. I can use various strategies to add and subtract

within 20 such as the following:

o Making a ten

(e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4

= 14)

I can describe the mental strategies used to add

and subtract within 20

I can make sense of problems and persevere in

solving them (MP1)


Nov. 14- Nov.20 Lesson 13: Totals Greater that Ten (5 Days)

Standards:








Planning

1-5 Add within 20 using

strategies. I can use various strategies to add and subtract

within 20 such as the following:

o Counting on

(start with a number and count

on to find the total number of

objects)

o Making a ten

(e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4

= 14)

o Creating equivalent but easier or known

sums

(e.g., adding 6 + 7 by creating

the known equivalent 6 + 6 + 1

= 12 + 1 = 13)

I can describe the mental strategies used to add

and subtract within 20


solving them (MP1)



Nov.21- Dec. 2 Lesson 14: Add Three Numbers (5 Days)

Standards:

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.


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.)




Planning

1-2 Solve word problems that call

for the addition of three whole

numbers whose sum is less

than or equal to 20.

I can show different ways to add three whole

numbers using objects, drawings, or other

representations

o (e.g., 10 frame, cubes, counters, number

lines, etc.)

I can use equations with a symbol to represent an

unknown value when adding three whole numbers

whose sum is less than or equal to 20

I can explain how to solve word problems that call

for the addition of three whole numbers


solving them (MP1)


I can use appropriate tools strategically (MP5)

3-5 Apply properties of operations

as strategies to add and

subtract.

I can model the properties of operation using

mathematical tools and representations

I can explain how the following properties of

operation work as strategies to add and subtract:

o Commutative property of addition

(e.g., if 8 + 3 = 11 is known,

then 3 + 8 = 11 is also known)

o Associative property of addition

(e.g., to add 2 + 6 + 4, the

second two numbers can be

added to make a ten, so 2 + 6 +

4 = 2 + 10 = 12)


solving them (MP1)





1st Grade

2019-2020


Instructional Window: iReady Diagnostic Window 2: December 2- December 19

Dec. 5-Jan 22 Unit 2: Numbers within 20 Instructional: 19 Days


Dec. 5- Dec. 11 Lesson 15: Make a Ten to Subtract (5 days)

Standards:

MAFS.1.OA.13.6: 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).




1-5 Subtract within 20 using

strategies. I can use various strategies to add and

subtract within 20 such as the following:

o Decomposing a number leading to

a 10

(e.g., 13 - 4 = 13 - 3 - 1 =

10 - 1 = 9)

o Using the relationship between

addition and subtraction (fact

families)

(e.g., knowing that 8 + 4

= 12, one knows 12 - 8 =

4)

I can describe the mental strategies used to

add and subtract within 20




Dec. 12- Dec. 19 Lesson 16: Find the Unknown Number (5 days)

Standards:

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 whole

number in an addition or

subtraction equation

relating three whole

numbers.

I can find the missing value in an addition

or subtraction equations by using a variety

of strategies

I can explain the part-part-whole

relationships in addition and subtraction

equations


(MP2)



(MP7)

Jan. 8- Jan. 14 Lesson 17: Word Problems to 20 (5 Days)

Standards:




problems.)




Use addition and subtraction

within 20 to solve word

problems involving various

situations with unknowns in all

positions.


addition word problems within 20 in the

following joining situations:

o Add to (e.g., the result, total,

change, start, or both addends

could be unknown)

o Comparing (e.g., the difference,

the bigger addend, or smaller

addend could be unknown)


subtraction word problems within 20 in the

following separating situations:

o Take apart

(e.g., the result, total, change,

start, or both addends could be

unknown)

o Comparing

(e.g., the difference, the

bigger addend, or smaller

addend could be unknown)

I can explain how to solve an addition or

subtraction situation or word problem

within 20




(MP2)

Jan. 15- Jan. 20 Lesson 18: Collect and Compare Data (4 Days)

Standards:

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. Cognitive

Complexity: Level 3: Strategic Thinking & Complex Reasoning




1-2 Organize and represent data

with up to three categories. I can organize data into no more than three

categories

I can use different methods to represent

data

o (e.g., tally chart, table, object

graphs, etc.)



(MP7)

3-4 Interpret data with up to three

categories. I can explain data results from a variety of

representations

o (e.g., chart, graph, table, picture)

I can ask or answer questions about the data

including:

o Total number of data points

o How many in each category?

o How many more (or less) are in

one category than in another?

I can construct viable arguments and

critique the reasoning of others (MP3)

I can use appropriate tools strategically

(MP5)




1st Grade

2019-2020


Instructional Window: iReady Growth Monitoring 2: February 3-February 21

Jan 23-Feb 20 Unit 3: Tens and Ones-Counting, Place Value, Time, and

Money

Instructional: 18 Days


Jan 23-Jan 28 Lesson 19: Understand Tens (4 days)

Standards:

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.”

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).




1-4 Understand 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).

I can define the number "10"

I can explain what each digit of a two digit

number represents

I can represent decade numbers (10, 20, 30,

40, 50, 60, 70, 80, 90) using the correct

amount of tens

I can explain how a given representation or

model describes the decade number


(MP7)



Jan 29-Feb 4 Lesson 20: Counting to 120 (5 days)

Standards:

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.




1-2 Read and write numerals to

120. I can extend reading of numerals from 20

to 120

I can extend the writing of numerals from

20 to 120

I can read and write "irregular" numbers

o (e.g., decade numbers, eleven,

twelve, teen numbers)


(MP7)




3 Represent a number of objects

with a written numeral

between 0-120.

I can represent the number of objects

counted using the correct written numeral

form

o (e.g., after counting 17 objects,

writing the numerals 1 and 7 and

not 71 or some other combination

of numbers)

Given a numeral 0 to 120, I can identify the

quantity that each digit represents and count

out the given number of objects

I can represent a number of objects


(MP7)



4-5 Count to 120, starting at any

number less than 120. I can extend counting from 100 to 120

counting by ones

I can count forward to 120, starting at

any number less than 120

I can count forward by tens to 120

I can look for and make use of

structure (MP7)



Feb 5-Feb 10 Lesson 21: Understand Tens and Ones (4 Days)

Standards:

MAFS.1.OA.2.2:

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).




1-5 Decompose two-digit numbers

in multiple ways. I can represent two-digit numbers as

tens and ones.

I can decompose a two-digit number as

some tens and some ones in multiple

ways. (e.g., 64 as 3tens and 34 ones)

Model a two-digit number in multiple

ways.


structure (MP7)




Feb 11-Feb 18 Lesson 22: Compare Numbers (5 Days)

Standards:

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 <




1 Compare two two-digit

numbers based on meanings of

the tens and ones digits.

I can identify the value of each digit in a

two-digit number

I can compare the size of two two-digit

numbers

I can explain comparisons using the

meaning of the tens and ones digits


(MP7)



2-5 Record the results of

comparisons with the symbols

>, <, and =.

I can explain what the symbols >, <, and =

mean

I can use >, <, and = symbols to record the

results of comparisons


(MP2)





1st Grade

2019-2010



Feb 21-March 5 Unit 3: Tens and Ones-Counting, Place Value, Time, and

Money

Instructional: 8 Days


Feb 21-Feb 26 Lesson 23: Tell Time (4 days)

Standards:

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




1-4 Tell and write time in hours and

half-hours using analog

and digital clocks.

On an analog clock, I can:

o Identify the hour and minute hand

o Describe the function of each hand

o Describe where the hour and

minute hand must be when telling

time to the hour and half-hour

(e.g., when it is 11:30 the

hour hand is between the

11 and the 12 and the

minute hand is on the 6

I can orally tell the time to the hour and

half-hour correctly using analog and digital

clocks

I can write the time to the hour and half-

hour correctly using analog and digital

clocks

I can use appropriate tools strategically

(MP5)


Feb 27- March 3 Lesson 24: Money (4 days)

Standards:

MAFS.1.MD.2.a: Identify and combine values of money in cents up to one dollar working with a single unit of currency.

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.) (1 Students are not expected to understand the decimal notation for combinations of dollars and cents.)



1-2 Identify coins and their value. I can identify:

o Pennies

o Nickels

o Dimes

o Quarters

I know the value of each coin.



3-5 Compute the value of

combinations of coins. I can relate the value of coins (pennies,

dimes, nickels, quarters) to the value of one

dollar

I can count on to find the value of a set of

dimes and pennies.


(MP7)






1st Grade

2019-2010



March 6-April 16 Unit 4: Operations with Tens and Ones Instructional: 20 Days


March 6-March 12 Lesson 25: Add and Subtract Tens (5 days)

Standards:

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. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

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.




1-2 Add within 100 using concrete

models or drawings and

strategies.

I can represent a two-digit addition problem

situation using any combination of models,

drawings, words, pictures, or objects

I can describe the strategy used to add

within 100

o (e.g., strategies based on place

value, properties of operations,

and or the relationship between

addition or subtraction may be

used to describe the addition

situation)

I can add two-digit decade numbers

(multiples of 10 or 10, 20, 30, 40, 50, 60,

70, 80, 90)

o (e.g., 40 + 50)


1-2I can look for and make use of structure

(MP7)

3-4 Subtract multiples of 10 (in the

range of 10-90) from

multiples of 10 using

concrete models or

drawing and strategies.

I can represent a multiple of 10 subtraction

problem situation using any combination of

models, drawings, words, pictures, or

objects

I can describe the strategy used to subtract

multiples of 10 (in the range of 10 to 90)

from each other





used to describe the subtraction

situation)

I can find the difference between multiples

of 10 between 10 and 90


I can look for and make use of structure.

5 Relate the strategy used to add

and subtract multiples of

10 from multiples of 10 to

a written method and

explain the reasoning used.

I can explain for any problem involving the

addition and subtraction of multiples of 10

from other multiples of 10:

o The reasoning used to solve the

problem

o The connection between the

strategy used and a written method

or equation





March 13-March 26 Lesson 26: Understand 10 More and 10 Less (4 days)

Standards:

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.




1-4 Mentally find 10 more or 10 less

than a given two-digit number

without counting and explain the

reasoning used.

I can identify the value of each digit in

a two-digit number

I can use mental strategies (e.g.,

number patterns, mental images of

base ten blocks, 100s chart, number

lines, ten frames, etc.) to add or

subtract 10 to or from a two-digit

number

I can explain how to mentally find 10

more or 10 less than a given number

without counting to quickly solve a

problem




structure (MP7)




March 27-April 1 Lesson 27: Add Tens to Any Number (4 days)

Standards:

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.





models or drawings and strategies.

I can represent a two-digit addition

problem situation using any combination

of models, drawings, words, pictures, or

objects


within 100






situation)

I can add two-digit numbers and decade

numbers (multiples of 10 or 10, 20, 30,

40, 50, 60, 70, 80, 90)

o (e.g., 41 + 50)



(MP7)

April 2-April 7 Lesson 28: Add Two-Digit and One-Digit Numbers (4 days)

Standards:










models or drawings and strategies. I can represent a two-digit addition problem




within 100






situation)

I can add two-digit numbers and one-digit

numbers

o (e.g., 41 + 8)


numbers (multiples of 10 or 10, 20, 30, 40,

50, 60, 70, 80, 90)

o (e.g., 41 + 50)



April 8-April 14 Lesson 29: Add Two-Digit Numbers (4 days)

Standards:









models or drawings and strategies. I can represent a two-digit addition problem




within 100






situation)

I can add two-digit numbers and one-digit

numbers

o (e.g., 41 + 8)


numbers (multiples of 10 or 10, 20, 30, 40,

50, 60, 70, 80, 90)

o (e.g., 41 + 50)

I can add two-digit numbers and "non-

decade" two-digit numbers

o (e.g., 41 + 29)





1st Grade

2019-2010


Instructional Window: iReady Diagnostic Window 3: April 21-May 20

April 17-May 8 Unit 5: Length Instructional: 14 Days


April 17—April 23 Lesson 30: Order Objects by Length (5 days)

Standards:

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




1-2 Order three objects by length. I can determine the length of three objects

I can directly compare the length of three

objects and order them by length



(MP7)

Compare the lengths of two

objects indirectly by using

a third object.

I can compare the lengths of two objects

using words

o

o (e.g., the yellow box is longer than

the red box; the red box is longer

than the blue box)

I can use math logic to compare and explain

the length of a third object indirectly

o (e.g. if we know that the yellow

box is longer than the red box and

the red box is longer than the blue

box, then we know the yellow box

is longer than the blue box)



April 24-April 30 Lesson 31: Compare Lengths (5 days)

Standards:

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




Compare the lengths of two

objects indirectly by using a third

object.

I can compare the lengths of two objects

using words

o

o (e.g., the yellow box is longer than

the red box; the red box is longer

than the blue box)

I can use math logic to compare and explain

the length of a third object indirectly

o (e.g. if we know that the yellow

box is longer than the red box and

the red box is longer than the blue

box, then we know the yellow box

is longer than the blue box)


May 1-May 6 Lesson 32: Understanding Measuring Inches (4 days)

Standards:

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.



I can use a ruler appropriately.

I understand that an inch ruler is a tool to

measure length in inches.

I understand that the length measure of an

object is the number of units laid end-to-

end with no gaps or overlaps.

I can measure the length of an object using

whole number units of measure.




1st Grade

2019-2010



May 11-May 30 Unit 5: Length Instructional: 14 Days


May 12-May 15 Lesson 33: Shapes (4 days)

Standards:

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.




1 Build and draw shapes to

possess defining attributes.

I can draw shapes to show defining attributes

build shapes to show defining attributes

shapes drawn or built

2-4 Distinguish between defining

attributes and non-defining

attributes of shapes.

I can identify non-defining attributes of

shapes

o (Features that may be present but

do not define the shape such as

color, size, orientation, etc.)

I can identify defining attributes of shapes

o (e.g., number of sides, angles, etc.)

I can compare and contrast defining and

non-defining attributes of shapes

I can use the appropriate language to

describe given 3D shapes

o (e.g., number of faces,

vertices/points, edges, etc.)




(MP7)


May 18-May 21 Lesson 34: Putting Shapes Together (4 days)

Standards:

MAFS.1.G.1.2: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quarter-circles) or

three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite

shape, Mathematics Common Core (MACC) is now Mathematics Florida Standards (MAFS) Next Generation Sunshine State

Standards (NGSSS) for Mathematics (MA) is now Mathematics Florida Standards (MAFS) Amended Standard New Standard

Deleted Standard and compose new shapes from the composite shape.




Compose two-dimensional shapes

to create a composite shape. I can model composing and

decomposing new 2D shapes using cut

outs, pattern blocks, tangrams, or

computer technology

I can create a composite shape by

fitting together 2D shapes

o (e.g., triangles, squares,

rectangles, trapezoids, half-

circles, quarter-circles)

I can determine how the original 2D

shapes and created 2D composite

shapes are similar and different



structure (MP7)

Compose three-dimensional

shapes to create a composite

shape.

I can model composing and

decomposing new 3D shapes using

plastic shapes, clay, dough, sticks or

computer technology

I can create a composite shape by

fitting together 3D shapes

o (e.g., cubes, right rectangular

prisms, right circular cones,

right circular cylinders)

I can determine how the original 3D

shapes and created 3D composite




structure (MP7)

Compose new shapes from

composite shapes. I can create a new shape by fitting

together composite shapes

I can determine how the original

composite shapes and newly created



structure (MP7)


May 22- May 27 Lesson 35: Understanding Breaking Shapes into Equal Parts (4 days)

Standards:

MAFS.1.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 circles and rectangles

into two and four equal shares.

I can explain how to partition circles

and rectangles into equal shares using a

context

o (e.g., cookies, pizza,

brownies, pies, etc.)

I can draw lines to equally divide

circles and rectangles into two and four

equal shares

I can reason abstractly and

quantitatively (MP2)


Describe the shares and whole of

partitioned circles and rectangles. I can explain what happens to the size

of the shares when it is partitioned or

decomposed into more pieces

o (e.g., what happens to the size

of the pieces of pie when you

cut a pie in half, then you cut

it into fourths)

I can identify examples and non-

examples of circles and rectangles with

two or four equal shares of a whole

I can describe equal shares using the

following terminology:

o Halves, fourths, and quarters

o Half of, fourth of, and quarter

of

I can describe the whole as two of two

or four of four


structure (MP7)


Documents

Putnam County Schools Curriculum Map 1 2019-2020 Ready … · 2019. 7. 24. · Unit Assessment: 2 Days August 19-23 Lesson 1: Count On to Add (5 days) ... Add and Subtract in Word