2013-2014 Curriculum Blueprint Grade: 1 Course: Math Unit ... · Time Allowed: 15 days 2013-2014 Curriculum Blueprint Grade: 1 Course: Math Unit 2: Subtraction Concepts to 10 Instructional

Time Allowed:

19 days

2013-2014 Curriculum Blueprint Grade: 1 Course: Math

Unit 1: Addition Concepts to 10

Instructional Focus Standards

The below standard(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Beginning of the year Pre-Requisite Skills Test Date Range: Given during the instruction per the outline in this section Key Vocabulary:

Adding to putting together plus, is the same as is equal to, sum addition sentence add part whole zero order addends pattern

Mathematical Practice Standards (2-3 should be integrated in every lesson.) Link to Inside Mathematics 8 Mathematical Practice Standards MACC.K12.MP.1.1 Make sense of problems and persevere in solving them. MACC.K12.MP.2.1 Reason abstractly and quantitatively. MACC.K12.MP.3.1 Construct viable arguments and critique the reasoning of others. MACC.K12.MP.4.1 Model with mathematics. MACC.K12.MP.5.1 Use appropriate tools strategically. MACC.K12.MP.6.1 Attend to precision MACC.K12.MP.7.1 Look for and make use of structure. MACC.K12.MP.8.1 Look for and express regularity in repeated reasoning.

Learning Goal: Students will be able to add within 10 to solve addition problems. Objectives: Students will model addition situations within 10 using objects, drawings, and equations. Students will write addition sentences within 10 to represent addition situations.

Students will solve word problems and explain reasoning involving addition where the unknown number is in all positions.

Students will apply properties of operations as a strategy in addition concepts within 10. Students will build fluency with addition equations to 10. Proficiency Scales: Addition & Subtraction Properties of Operations

Benchmarks/Standards Supporting Common Core Standards MACC.1.OA.1.1 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.

MACC.1.OA.2.3 Apply properties of operations as strategies to add and subtract.3 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.) Note: Students need not use formal terms for these properties.

Essential Content & Understanding: Administer Pre-Requisite Skills Test Week 1 1. Model and solve addition situations within 10 using

informal and formal language to explain reasoning. Using objects, drawings, and equations. “adding to”& “putting together”

2. Use the addition symbol (+) to represent joining

situations and the equal sign (=) to represent a relationship regarding quantity between one side of the equation and the other.

3. Solve word problems within 10 using models and be able to explain, draw/write, and reflect on their problem solving strategies. Putting together Part-part whole

4. Word problems should have unknown number in

all positions. (Use a symbol for an unknown number) Result Unknown 2 + 3 = _____ Change Unknown 2 + _____=5 Start Unknown ____+ 3 = 5

5. Understand and apply properties of operations.

Additive Identity Property of 0: 5+0=5: A number plus zero equals the number.

Commutative Property 2+3=5 3+2=5: Add in any order.

Addition sentences can be written horizontal or vertical.

6. Continue building fluency adding numbers within

10.

Essential Questions: 1. How can we use objects, drawings, and equations to

represent addition? 2. How can you add things together? 3. How can you solve word problems that involve

addition?

Resources/Links: Resources: Go Math! Ch. 1 On Core! Chapter 1 Lesson Progression CCSS Table 1 - Common Addition & Subtraction

Situations CPALMS Resources: Click on hyperlinked standard to access aligned resources in CPLAMS Standards Based Mathematics Formative Assessments System (MFAS Common Core)- CPALMS

Supplemental Resources: Navigating through Algebra: pgs. 34-35, 36-37; 41-

43 Navigating through Numbers and Operations: pgs.

41-45, 46-48 http://www.k-5mathteachingresources.com/

Remediation & Enrichment Opportunities: Go Math! Resources www.thinkcentral.com (to access Soar to Success,

Online Florida Intervention, and Mega Math.)

Writing Links: Journal Writing in Math – Primary

Higher Order Questions: Teaching & Learning HOQ Reference Sheets

http://www.insidemathematics.org/index.php/commmon-core-math-intro

http://www.floridastandards.org/Standards/PublicPreviewBenchmark5307.aspx







ttp://www.floridastandards.org/Standards/PublicPreviewBenchmark5309.aspx









http://www.cpalms.org/RESOURCES/PublicPreviewResourceCollection.aspx?ResourceCollectionId=45


http://www.k-5mathteachingresources.com/

http://www.thinkcentral.com/

Time Allowed:

15 days


Unit 2: Subtraction Concepts to 10

Instructional Focus Standards

The below standard(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): 1.OA.1.1 Ch. 2 Date Range: Given during the instruction per the outline in this section Key Vocabulary:

Taking from taking apart Decompose Difference Minus subtraction sentence subtract compare more fewer


Learning Goal: Students will be able to subtract within 10 to solve subtraction problems. Objectives: Students will model subtraction situations within 10 using objects, drawings, and equations. Students will write subtraction sentences to represent subtraction problems. Students will apply properties of operations such as subtract all or 0 within 10. Students will use part-part whole and comparing to solve subtraction problems with unknowns in all positions. Students will take apart numbers within 10 and explain reasoning about relationships and patterns. Students will build fluency with subtraction equations within 10. Proficiency Scales: Addition & Subtraction Properties of Operations

Benchmarks/Standards Supporting Common Core Standards MACC.1.OA.1.1 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. MACC.1.OA.2.3 Apply properties of operations as strategies to add and subtract.3 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.) Note: Students need not use formal terms for these properties. MACC.1.OA.4.8 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 = ?.

Essential Content & Understanding: 1. Model and solve subtraction situations within 10

using informal and formal language to describe. Using objects, drawings, and equations. “taking from”, “taking apart”, “minus”,

“subtract”, “the same as”, “is equal to” 2. Use the subtraction symbol (-) to represent joining

situations and the equal sign (=) to represent a relationship regarding quantity between one side of the equation and the other.

3. Understand properties of operations,

Subtract All: 6-6=0: A number minus a number equals 0.

Subtract 0: 6-0=6: A number minus 0 equals that number.

Subtraction sentences can be written horizontal or vertical.

4. Solve word problems within 10 using models and be able to explain, draw/write, and reflect on problem solving strategies. Taking apart Part-part whole Comparing

5. Word problems should have unknown number in all positions. (Use symbols for unknown number) Result Unknown 5-3 = _____ Change Unknown 5- _____=2 Start Unknown ____- 3 = 2

6. Use models and record the ways to “take apart” numbers within 10 and make connections about related facts and patterns.

7. Continue building fluency subtracting from 10.

Essential Questions: 1. How can you use objects, pictures, and symbols to

represent subtraction? 2. How can you solve word problems that involve

subtraction?


Situations CPALMS Resources: Click on hyperlinked standard to access aligned resources in CPLAMS Standards Based Mathematics Formative Assessments System (MFAS Common Core)- CPALMS Supplemental Resources: Navigating through Numbers and Operations:

pgs. 41-45, 46-48 http://www.k-5mathteachingresources.com/

Remediation & Enrichment Opportunities: Go Math! Resources www.thinkcentral.com (to access Soar to

Success, Online Florida Intervention, and Mega Math.)





























Time Allowed:

9 days


Unit 3: Represent and Interpret Data

Instructional Focus Benchmarks

The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): None Date Range: Given during the instruction per the outline in this section Key Vocabulary:

data tally chart tally mark bar graph picture graph


Learning Goal: Students will organize, represent, and interpret data using charts and graphs Objectives: Students will analyze and compare data shown in a picture graph where each picture represents one. Students will make a picture graph where each symbol represents one and interpret the information. Students will make, analyze and compare data shown in a bar graph and interpret the results. Students will make, analyze and compare data shown in a tally chart and interpret the results. Proficiency Scales: Represent & Interpret Data

Benchmarks/Standards Supporting Common Core Standards MACC.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.

Essential Content & Understanding:

1. Create graphs and tally charts relevant to students’ lives (e.g. Categorical data – favorite ice cream flavor, eye color, pets, etc.)

2. Students should have experiences posing a

question with 3 possible responses and then work with the data they collect

3. Counting objects should be reinforced 4. Describe graphs and tally charts 5. Ask and answer questions based on student

created charts and graphs

Recognize different methods to organize and

represent data.

Organize and represent data with up to three

categories

Interpret data representation by asking and

answering questions about the data.

Essential Questions:

1. How can we collect data? 2. How do tables and charts help us organize our

thinking? 3. What information do we get from a table or chart?

Resources/Links: Task Cards Resources:

Go Math! On Core! Lesson Progression - Data

CPALMS Resources: Click on hyperlinked standard to access aligned resources in CPLAMS Standards Based Mathematics Formative Assessments System (MFAS Common Core)- CPALMS Supplemental Resources:

http://www.k-5mathteachingresources.com/ Remediation & Enrichment Opportunities:

Go Math! Resources www.thinkcentral.com (to access Soar to










http://lake.k12.fl.us/Page/1344





Time Allowed:

19 days


Unit 4: Addition Strategies Within 20


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): 1.OA.3.5 Ch.3

Date Range: Given during the instruction per the outline in this section

Key Vocabulary: Number line count on doubles doubles plus one doubles minus one make a ten ten frame


Learning Goal: Students will be able to solve addition problems within 20 using addition strategies. Objectives: Students will apply the commutative property to solve addition problems within 20. Students will solve addition problems within 20 using strategies (counting on, doubles, doubles plus/minus one, make a ten). Students will solve addition problems with three numbers by applying the associative property to find sums within 20. Students will solve word problems which include three numbers and explain their reasoning using addition strategies. Proficiency Scales: Addition & Subtraction Properties of Operations

Benchmarks/Standards Supporting Common Core Standards MACC.1.OA.1.1 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. MACC.1.OA.2.3 Apply properties of operations as strategies to add and subtract.3 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.) Note: Students need not use formal terms for these properties. MACC.1.OA.3.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). MACC.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). MACC.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.


1. Understand and apply the properties of operations by using the commutative property adding within 20. Add in any order: 2+4=6, 4+2=6 Model using counters and cubes.

2. Use “counting on” as a strategy to solve addition

problems within 20. Find the greater number and count on 1, 2, or 3

using counters and/or a number line or path.

3. Use Doubles and Doubles +1/- 1 strategies using objects, drawings, and equations to create equivalent but easier or known sums within 20. Doubles 6+6=12 Doubles +1: 6+7=6+6+1=13 Doubles -1: 7+6=7+7-1=13

4. Add 10 and more, to find sums within 20.

Use a ten frame and objects. Example: 10+5=15

5. Use the Make a Ten strategy to find sums within 20.

Use a ten frame and objects. Example: 9+8=, so 10+7=

6. Model addition of three numbers using objects,

drawings, and equations to find sums. Use the associative property : 2+(3+1)=6 and

(2+3)+1=6 Relate strategies: putting together, make a 10,

doubles to finding sums. Solve word problems with addition of 3 whole

numbers. 7. Solve addition word problems with unknowns in all

positions within 20 by drawing a diagram.


1. What strategies can you use to solve addition problems?

Resources/Links: Resources:

Go Math! Ch. 3 On Core! Chapter 3 Lesson Progression CCSS Table 1 - Common Addition &

Subtraction Situations NYC Unit- Fun in the Snow with

Max and Ruby 1st Grade Centers- OA, NBT


Navigating through Numbers and Operations: pgs. 62-64; 65-67; 68-69


Remediation & Enrichment Opportunities: Go Math! Resources www.thinkcentral.com (to access Soar

to Success, Online Florida Intervention, and Mega Math.)


Higher Order Questions: Teaching & Learning HOQ Reference

Sheets






























http://schools.nyc.gov/NR/rdonlyres/4062DDD9-0137-4305-9313-4A4C3F415800/0/NYCDOE_G1_Math_MAXANDRUBY_Final.pdf

http://schools.nyc.gov/NR/rdonlyres/4062DDD9-0137-4305-9313-4A4C3F415800/0/NYCDOE_G1_Math_MAXANDRUBY_Final.pdf

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






Time Allowed:

15 days


Unit 5: Subtraction Strategies Within 20


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): 1.OA.2.3 Ch. 4 Date Range: Given during the instruction per the outline in this section Key Vocabulary:

Count back number line break apart


Learning Goal: Students will be able to solve subtraction problems within 20 using subtraction strategies. Objectives: Students will solve subtraction problems by counting back 1, 2, or 3 using counters and number lines. Students will solve subtraction word problems by using objects and drawings to find the unknown number. Students will relate addition and subtraction to solve problems. Students will decompose numbers to lead to a ten to find differences. Proficiency Scales: Addition & Subtraction Properties of Operations

Benchmarks/Standards Supporting Common Core Standards MACC.1.OA.3.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). MACC.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). MACC.1.OA.1.1 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. MACC.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.


1. Use “counting back” as a strategy to solve subtraction problems within 20.

Count back 1, 2, 3 Use objects and number line with

counting back strategy.

2. Use subtraction within 20 to solve word problems using objects, drawings, and equations.

With unknown number in the change position 12-____=5

Be able to explain, draw/write, and reflect on problem solving strategies.

3. Use “think addition to subtract” as a strategy to

solve subtraction problems within 20. By relating facts: 7+8=15,

so 15-8=7 Using part-part whole

representations. Solve by treating subtraction

problems as addition facts with a missing addend: 8+___=15, so 15-8=7, use counting up with objects/number line from the result number to the start number in a subtraction problem. (MACC1.OA.2.4)

4. Decompose a number leading to a ten to solve subtraction problems within 20.

Break apart to make a ten: 13-4= (13-3)-1=10-1=9

Model with ten frames.


1. How can you use strategies to solve subtraction problems?


Situations 1st Grade Centers- OA, NBT

CPALMS Resources: Click on hyperlinked standard to access aligned resources in CPLAMS Standards Based Mathematics Formative Assessments System (MFAS Common Core)- CPALMS Supplemental Resources: Navigating through Numbers and Operations: pgs.

49-51 http://www.k-5mathteachingresources.com/

Remediation & Enrichment Opportunities: Go Math! Resources www.thinkcentral.com (to access Soar to Success,

Online Florida Intervention, and Mega Math.) Writing Links: Journal Writing in Math – Primary
































Time Allowed:

18 days


Unit 6: Addition and Subtraction Relationships


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): 1.OA.1.1 1.OA.2.4 1.OA.3.6 Date Range: Given during the instruction per the outline in this section Key Vocabulary:

Opposite facts related facts fact family


Learning Goal: Students will be able to solve problems within 20 by using addition and subtraction relationships. Objectives: Students will solve addition and subtraction word problems within 20 with unknowns in change and result positions using objects, pictures, and equations. Students will identify related addition and subtraction facts and write number sentences to represent them. Students will use addition to check subtraction facts. Students will identify and record fact families within 20. Students will identify a missing addend or missing difference using relationship between addition and subtraction. Students will represent equivalent forms of numbers and practice addition and subtraction facts within 20. Students will identify if equations are equal or not equal. Proficiency Scales: Addition & Subtraction Properties of Operations

Benchmarks/Standards Supporting Common Core Standards MACC.1.OA.1.1 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. MACC.1.OA.2.3 Apply properties of operations as strategies to add and subtract.3 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.) Note: Students need not use formal terms for these properties. MACC.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. MACC.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). MACC.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. MACC.1.OA.4.8 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 = ?.


1. Solve addition and subtraction word problems within 20. Use part-part whole model to

relate addition to subtraction. Draw diagrams (pictures).

2. Model related addition and subtraction

problems within 20 and record equations. Use objects and drawings. Write related number sentences

that represent the equations.

3. Identify related addition and subtraction facts.

4. Use the inverse relationship of addition and subtraction by using addition to check subtraction,

5. Understand that” related facts” are also

known as a” fact family” Build and record fact families. Identify the numbers in fact

families. 6. Use related facts/fact families to find a

missing number in an equation. 8+___=15, 15-8=____

7. Determine if equations containing

addition or subtraction expressions are true or false. 7-5=5-2: False 8-8=6-6 True


1. How can understanding the relationship of addition and subtraction help us find solutions to addition and subtraction problems?


Go Math! Ch. 5 On Core! Chapter 5 Lesson Progression CCSS Table 1 - Common Addition &

Subtraction Situations 1st Grade Centers- OA, NBT


Navigating through Algebra: pgs. 62-64 Navigating through Numbers and

Operations: pgs. 49-51 http://www.k-

5mathteachingresources.com/ CPALMS Formative Assessments: Remediation & Enrichment Opportunities:




Higher Order Questions:

Teaching & Learning HOQ Reference Sheets



































Time Allowed:

19 days


Unit 7: Use Tens and Ones to Add and Subtract


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): 1.NBT.3.4, 1.NBT.3.5, 1.NBT.3.6 Date Range: Given during the instruction per the outline in this section Key Vocabulary:

Sum Difference Tens Ones place value hundreds chart mental math


Learning Goal: Students will use place value to add and subtract within 100. Objectives: Students will use a hundreds chart to count on by ones or tens to add. Students will add multiples of 10, two digit and one digit numbers, two digit and two digit numbers within 100, using concrete models and drawings. Students will solve two digit addition problems using place value (add ones with ones, and tens with tens). Students will compose a ten to add a two digit number and a one digit number. Students will solve two digit addition word problems by drawing a picture. Students will use mental math to find the number that is 10 more or 10 less than a given two digit number without counting. Students will use subtract multiples of 10 within 90, using concrete models and drawings. Proficiency Scales: Adding & Subtracting in Base Ten Place Value

Benchmarks/Standards Supporting Common Core Standards MACC.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. MACC.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. MACC.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. Use a hundred chart to count on by ones or tens to find sums. Look for patterns useful for adding (subtraction in

future lessons). 2. Use concrete models, drawings, and place value and explain

reasoning used to: Add tens (multiples of ten) 30+20=50 Add a two digit number and a one digit number:

46+3=49 Add a two digit number and a two digit number:

34+24=58 Equations written horizontal and vertical.

3. Compose a ten to add a two digit number and a one digit

number using models and drawings. Example: 26+5=29. Draw a diagram with tens and

ones, circle group of ten ones to compose a ten. 4. Solve word problems with addition situations involving

drawing models, counting on tens, make a ten, and add tens and ones.

5. Use mental math to find a number that is 10 more or 10

less than a given number without having to count. 6. Use concrete models, drawings, and place value and explain

reasoning used to: Subtract tens (multiples of ten) 50-30=20. Subtract a two digit number and a one digit number.

35-3=32. Subtract a two digit number and a two digit number.

56-31=25. Equations written horizontal or vertical.

Essential Questions: 1. How does understanding place value help when adding

two digit numbers? 2. How does mental math help when adding or

subtracting multiples of 10? 3. How do models help when subtracting multiples of 10?


Go Math! Ch. 9 On Core! Chapter 9 Lesson Progression CCSS Table 1 - Common Addition & Subtraction

Situations NYC Unit- Nina’s Numbers 1st Grade Centers- OA, NBT


Navigating through Numbers and Operations pgs. 23-25, 73-75, 76-78, 79-81

http://www.k-5mathteachingresources.com/ CPALMS Formative Assessments: Remediation & Enrichment Opportunities:

Go Math! Resources www.thinkcentral.com (to access Soar to Success,


Higher Order Questions:



























http://schools.nyc.gov/NR/rdonlyres/B8F6F552-ED31-498A-A1B6-4AA86018FE5D/0/NYCDOEG1MathNinasNumbers_Final.pdf






Time Allowed:

15 days


Unit 8: Read and Represent Numbers


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Edusoft Mini-Assessment(s): Ch 6 Benchmark Mini Assessment Date Range: Given during the instruction per the outline in this section Key Vocabulary:

Ones Tens Hundreds


Learning Goal: Students will extend the counting sequence to 120 and understand that the two digits of a two-digit number are made of amounts of tens and ones Objectives: Students will count by ones to extend a counting sequence up to 120 Students will read and write numerals to represent a number up to 120 Students will count by tens from any number to extend a counting sequence up to 120 Students will group objects to show numbers to 100 as tens and ones Students will use models and write to represent equivalent forms of tens and ones Students will use objects, pictures, and numbers to represent a ten and some ones Students will use objects, pictures, and numbers to represent a ten Proficiency Scales: Place Value Counting Number Names

Benchmarks/Standards Supporting Common Core Standards MACC.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. MACC.1.NBT.2.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: MACC.1.NBT.2.2a 10 can be thought of as a bundle of ten ones — called a “ten.” MACC.1.NBT.2.2b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. MACC.1.NBT.2.2c 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).

Essential Content & Understanding: 1. Count on starting at any number less 100 and

continue to 120 2. Read, write, & represent a number of objects

with a written numeral 3. Understands that numbers can be shown in a

variety of ways Words Tallies Coins Addition number sentences Subtraction number sentences Pictures

4. Ample experiences with the hundreds chart to

see patterns between numbers 5. Use zero to indicate no objects in the set when

asked “How many?”


1. Why do we need to be able to count objects?

2. What are some ways to show 2 digit numbers as tens and ones?


Go Math! Ch. 6 On Core! Chapter 6 Lesson Progression 1st Grade Centers- OA, NBT


http://www.k-5mathteachingresources.com/ CPALMS Formative Assessments:

Remediation & Enrichment Opportunities:



Writing Links:

Journal Writing in Math – Primary Higher Order Questions:























Time Allowed:

14 Days


Unit 9: Compare and Order Numbers


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Chapter 9 Benchmark Mini Assessments Date Range: Given during the instruction per the outline in this section Key Vocabulary:

Is greater than Is less than Is equal to


Learning Goal: Students will compare two digit numbers using place value Objectives: Students will model and compare two-digit number to determine which is greater or less Students will use the symbols for “is great than >”, “is less than <”, and “is equal to =”to compare numbers Proficiency Scales: Place Value Counting Number Names

Benchmarks/Standards Supporting Common Core Standards MACC.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. MACC.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-digit numbers Concrete materials Drawings Number lines Symbols >, <, =

2. Order whole numbers

Concrete materials Number lines

3. Arrange a given set of numbers from greatest to

least.

4. Identify a number that comes before, after, or between numbers on a number line


1. When do we need to put numbers in order?

2. How can numbers help us compare?


Go Math! Ch. 7 On Core! Chapter 7 Lesson Progression 1st Grade Centers- OA, NBT


Navigating Through Number and Operations pgs. 29-32

http://www.k-5mathteachingresources.com/ CPALMS Formative Assessments:

Remediation & Enrichment Opportunities:



Writing Links:

Journal Writing in Math – Primary Higher Order Questions:
















Time Allowed:

10 days


Unit 10: Geometry


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Key Vocabulary:

Cone Cube Curved surface Cylinder Flat surface Rectangular prism Sphere Square pyramid Edge Face Vertex Side Hexagon Rhombus Trapezoid


Learning Goal: Students will identify, build, and draw shapes based on defining attributes and partition circles and squares into equal shares. Objectives: Students will identify and describe two-dimensional and three-dimensional shapes according to defining attributes. Students will compose a new shape by combining three-dimensional shapes. Students will identify three-dimensional shapes used to build composite shapes. Students will identify two-dimensional shapes on three-dimensional shapes. Students will compose and decompose two-dimensional shapes. Proficiency Scales: Attributes of Shapes Compose & Decompose Shapes

Benchmarks/Standards Supporting Common Core Standards MACC.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. MACC.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. Note: Students do not need to learn formal names such as "right rectangular prism."


1. Identify names of two-dimensional (plane) shapes and three-dimensional (solid) figures.

2. Identify attributes such as: sides, vertices, edges,

faces, curves 3. Sort into groups according to three attributes 4. Recognize geometric shapes in the environment 5. The properties of shapes make them alike or

different 6. Some shapes have sides, angles, and faces which

can be counted 7. Patterns can be created, extended, and

transferred through the use of geometric shapes 8. Location of shapes can be described using

positional words


1. Where do we find geometric shapes in our daily lives?

2. How does knowing the attributes of shapes help us identify them?

3. How can shapes be sorted? 4. How can you create a shape? 5. How do shapes fit together and come apart?


Go Math! Ch. 10 On Core! Chapter 10 Lesson Progression 1st Grade Geometry Centers


Navigating Through Geometry pgs. 14-16, 17-18, 19-21, 22-26, 27-30





















http://www.k-5mathteachingresources.com/1st-grade-geometry.html





Time Allowed:

5 days


Unit 11: Fractional Parts



Partition Halves Fourths Quarters Half of Fourth of Quarter of equal parts equal shares unequal parts unequal shares


Learning Goal: Students will partition and describe circles and rectangles into fractional parts. Objectives: Students will identify equal and unequal parts in two-dimensional shapes. Students will partition circles and rectangles into two equal shares. Students will partition circles and rectangles into four equal shares. Proficiency Scales: Compose & Decompose Shapes

Benchmarks/Standards Supporting Common Core Standards MACC.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.


1. Understand that equal parts are the same size. 2. A whole is composed of two halves, or four

fourths or four quarters 3. The halves (or fourths) of two different wholes

aren’t necessarily the same size

Partition circles and squares into two and four equal shares.

Identify when shares are equal. Describe equal shares using vocabulary. Analyze that dividing a circle or rectangle into

more equal pieces creates smaller shares.


1. How can we divide things into equal parts? 2. How can we be sure that we have equal parts? 3. Why is it important to divide into equal parts?


Go Math! On Core! Chapter 10 Lesson Progression 1st Grade Geometry Centers
















http://www.k-5mathteachingresources.com/1st-grade-geometry.html





Time Allowed:

8 days


Unit 12: Measurement



Measure Length Non-standard units of measurement Long (er,est) Short (er, est)


Learning Goal: Students will compare and order objects by length using nonstandard units. Objectives: Students will compare lengths by using shorter and longer. Students will compare and order objects by length. Students will measure length by using nonstandard units. Students will make a nonstandard ruler to measure length.

Proficiency Scales: Measurement - Length

Benchmarks/Standards Supporting Common Core Standards MACC.1.MD.1.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. MACC.1.MD.1.2 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.


1. Objects can be compared according to length

2. Nonstandard units of measure may be used

to determine length 3. Measure by using multiple copies of a unit

placed end-to-end, and then count the unit measure.

4. Use a variety of manipulatives to measure

objects Example: cubes, rods, paper clips,

etc… 5. Measure and compare lengths of both real

and pictorial objects

Compare and order the length of 3

objects.

Compose the measurement of an

object using non-standard units

(paper clips, unifix cubes,…) by

laying the units of measurement

end to end with no gaps or

overlaps.


1. How do we use measurement in our daily lives?

2. How can we measure the length of an object? 3. What can we use to measure objects? 4. How can we tell which of two objects is longer than the

other?

5. How do we compare, order & measure length?


Go Math! Ch. 12 On Core! Chapter 12 Lesson Progression 1st Grade Measurement and Data Centers


Navigating through Measurement pgs. 24-26, 32-33, 37-40


Go Math! Resources www.thinkcentral.com (to access Soar to Success,















http://www.k-5mathteachingresources.com/1st-grade-measurement-and-data.html





Time Allowed:

6 days


Unit 13: Tell and Write Time


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Key Vocabulary:

Hour hand Hour half-hour minutes minute hand analog digital


Learning Goal: Students will tell and write time in hours and half hours using both analog and digital clocks. Objectives: Write times to the hour shown on analog clocks Write times to the half-hour shown on analog clocks Tell time to the hour and half-hour using analog and digital clocks Use the hour hand to draw and write times on analog and digital clocks Proficiency Scales: Time

Benchmarks/Standards Supporting Common Core Standards MACC.1.MD.2.3 Tell and write time in hours and

half-hours using analog and digital clocks.


1. Within a day, the hour hand goes around a clock twice and the hands move only in one direction

2. When the hour hand points exactly to a number,

the time is exactly on the hour 3. Time on the hour is written in the same manner

as it appears on a digital clock 4. Hour hand moves as time passes, so when it is

half way between two numbers it is at the half hour

5. There are 60 minutes in one hour; so halfway

between an hour, 30 minutes have passed 6. Half hour is written with “30” after the colon 7. Idea of 30 being “halfway” is difficult for students

to grasp. Students can write the numbers from 0-60 counting by tens on a sentence strip. Fold the paper in half and determine that the halfway between 0 and 60 is 30.


1. Why is being able to tell and write time important?


Go Math! (Grade 2 Time) On Core! Lesson Progression - Time 1st Grade Measurement and Data Centers



Go Math! Resources Grade 2 Time www.thinkcentral.com (to access Soar to







http://www.k-5mathteachingresources.com/1st-grade-measurement-and-data.html





Supporting Common Core Standards

LACC.1.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c) Ask questions to clear up any confusion about the topics and texts under discussion.

LACC.1.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. LACC.1.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. LACC.K12.W.1.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

http://www.cpalms.org/Standards/PublicPreviewBenchmark5858.aspx




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2013-2014 Curriculum Blueprint Grade: 1 Course: Math Unit ... · Time Allowed: 15 days 2013-2014 Curriculum Blueprint Grade: 1 Course: Math Unit 2: Subtraction Concepts to 10 Instructional