First Grade Curriculum Map...Three red apples and two green apples are on the table. How many apples are on the table? 3 + 2 = ? Five apples are on the table. Three are red and the

BLACKFORD COUNTY SCHOOLS

FIRST GRADE

CURRICULUM MAP

http://www.bcs.k12.in.us/Home

Common Addition and Subtraction Situations

Result Unknown Change Unknown Start Unknown

Add to

Two bunnies sat on the grass. Three more bunnies hopped there. How

many bunnies are on the grass now?

2 + 3 = ?

Two bunnies were sitting on the grass. Some more bunnies hopped there. Then there were five bunnies. How many bunnies hopped over to

the first two?

2 + ? = 5

Some bunnies were sitting on the grass. Three more bunnies hopped there. Then there were five bunnies. How many bunnies were on the grass

before?

? + 3 = 5

Take from

Five apples were on the table. I ate two apples. How many apples are on

the table now?

5 – 2 = ?

Five apples were on the table. I ate some apples. Then there were three apples. How many apples did I eat?

5 - ? = 3

Some apples were on the table. I ate two apples. Then there were three apples. How many apples

were on the table before?

? – 2 = 3

Total Unknown Addend Unknown Both addends Unknown

Put

Together/ Take Apart

Three red apples and two green apples are on the table. How many

apples are on the table?

3 + 2 = ?

Five apples are on the table. Three are red and the rest are green. How

many apples are green?

3 + ? = 5, 5 – 3 = ?

Grandma has five flowers. How many can she put in her red vase and how many in her blue vase? 5 = 0 + 5, 5 = 5 + 0 5 = 1 + 4, 5 + 4 + 1 5 = 2 + 3, 5 = 3 + 2

Difference Unknown

Bigger Unknown

Smaller Unknown

Difference Unknown Bigger Unknown Smaller Unknown

Compare

(“How many more?” version): Lucy has two apples. Julie has five apples. How many more apples does Julie have than Lucy? (“How many fewer?” version): Lucy has two apples. Julie has five apples. How may fewer apples does Lucy have than Julie? 2 + ? = 5, 5 – 2 = ?

(Version with “more”): Julie has 3 more apples than Lucy. Lucy has two apples. How many

apples does Julie have? (Version with “fewer”):

Lucy has three fewer apples than Julie. Lucy has two apples. How many apples does Julie have?

2 + 3 = ?, 3 + 2 = ?

Julie has three more apples than Lucy. Julie has five apples. How many apples does Lucy have?

(Version with “fewer”): Lucy has three fewer apples than Julie. Julie has five apples. How many apples does Lucy have?

5 – 3 = ?, ? + 3 = 5

Addition Strategies Name Clarification Work Sample

Counting All

Student counts every number

Students are not yet able to add on from either addend, they must mentally build every number

8 + 9 1,2,3,4,5,6,7,8,9,10,11,12,13

Counting On

Transitional strategy

Student starts with 1 number and counts on from this point

8 + 9 8…9,10,11,12,13,14,15

Doubles/

Near Doubles

Student recalls sums for many doubles 8 + 9 8 + (8 + 1) (8 + 8) + 1 16 + 1 = 17

Making Tens

Student uses fluency with ten to add quickly 8 + 9 (7 + 1) + 9 7 + (1 + 9) 7 + 10 = 17

Making Friendly

Numbers/ Landmark Numbers

Friendly numbers are numbers that are easy to use in mental computation

Student adjusts one or all addends by adding or subtracting to make friendly numbers

Student then adjust the answer to compensate

23 + 48 23 + (48 + 2) 23 + 50 = 73 73 -2 =71

Compensation

Student manipulates the numbers to make them easier to add

Student removes a specific amount from one addend and gives that exact amount to the other addend

8 + 6 8 -1 =7 6 + 1 = 7 7 + 7 =14

Breaking Each

Number into its Place Value

Strategy used as soon as students understand place value

Student breaks each addend into its place value (expanded notations) and like place value amounts are combined

Student works left to right to maintain the magnitude of the numbers

24 + 38 (30 + 4) + (30 + 8) 20 + 30 = 50 4 + 8 = 12 50 + 12 = 62

Adding up in

Chunks

Follows place value strategy

Student keeps one addend whole and adds the second addend in easy to use chunks

More efficient than place value strategy because student is only breaking apart one addend

45 + 28 45 + ( 20 + 8) 45 + 20 = 65 65 + 8 = 73

Subtraction Strategies Name Clarification Sample

Adding up

Student adds up from the number being subtracted to the whole

The larger the jumps, the more efficient the strategy

Student uses knowledge of basic facts, doubles, making ten, and counting on

14 – 7 7… 8,9,10,11,12,13,14 (+1 each jump)

7 + 3= 10 10 + 4= 14

Counting Back

Strategy used by students who primarily view subtraction as taking away

Student starts with the whole and removes the subtracting in parts

Student needs the ability to decompose numbers in east to remove parts

65 – 32 65 – (10 + 10 + 10 + 2) 65, 55, 45, 35, 33 65 – (30 + 2) 65 – 30 = 35

35 – 2 = 33

Place Value

Student breaks each number into its place value (expanded notation)

Student groups like place values and subtracts

999 – 345 (900 + 90 + 9) – (300 + 40 + 5) 900 – 300 = 600 90 – 40 = 50 9 – 5 = 4 600 + 50 + 4 = 654

Keeping a Constant

Difference

Student understands that adding or subtracting the same amount from both numbers maintains the distance between the numbers

Student manipulates the numbers to create friendlier numbers

123 – 59 123 + 1 = 124 59 + 1 = 60 124 – 60 = 64

Adjusting the

Create and Easier Number

Strategy requires students to adjust only one of the numbers in a subtraction problem

Student chooses a number to adjust, subtracts, then adjusts the final answer to compensate

Students must understand part/whole relationships to reason through this strategy

123 – 59 59 + 1 = 60 123 – 60 = 63 I added 1 to make an easier number. 63 + 1 = 64 I have to add 1 to my final answer because I took away 1 too many.

Unknown Product 3 X 6 = ?

Group Size Unknown (How many in each group)

Number of Groups Unknown (How many groups?)

Equal Groups

There are 3 bags with 6 plums in each bag. How many plums are there in all? Measurement example: You need 3 lengths of string, each 6 inches long. How much string will you need altogether?

If 18 plums are shared equally into 3 bags, then how many plums will be in each bag? Measurement example: You have 18 inches of string, which you will cut into 3 equal pieces. How long will each piece of string be?

If 18 plums are to be packed 6 to a bag, then how many bags are needed? Measurement example: You have 18 inches of string, which you will cut into pieces that are 6 inches long. How many pieces of string will you have?

Arrays, Area

There are 3 rows of apples with 6 apples in each row. How many apples are there? Area example: What is the area of a 3 cm by 6cm rectangle?

If 18 apples are arranged into 3 equal rows, how may apples will be in each row? Area example: A rectangle has area 18 square centimeters. If one side is 3 cm long, how long is a side next to it?

If 18 apples are arranged into equal rows of 6 apples, how many rows will there be? Area example: A rectangle has area 18 square centimeters. If one side is 6cm long, how long is a side next to it?

Compare

A blue hat costs $6. A red hat cost 3 times as much as the blue hat. How much does the red hat cost? Measurement example: A rubber band is 6 cm long. How long will the rubber band be when it is stretched to be 3 times as long?

A red hat costs $18 and that is 3 times as much as a blue hat costs. How much does the blue bat cost? Measurement example: A rubber band is stretched to be 18 cm long and that is 3 times as long as it was at first. How long was the rubber band at first?

A red hat costs $18 and a blue hat costs $6. How many times as much does the red hat cost as the blue hat? Measurement example: A rubber band was 6 cm long at first. Now it is stretched to be 18 cm long. How many times as long is the rubber band now as it was at first?

General a x b = ? a x ? = p and p ÷ a = ? ? x b = p and p ÷ b =?

Multiplication Strategies Name Clarification Student Work Sample

Repeated Addition/Skip

Counting

Beginning strategy for students who are just learning multiplication

Connection to an array model provides an essential visual model

6 × 15 15+15+15+15+15+15 = 90 2 × 15 = 30 2 × 15 = 30 2 × 15 = 30 30 + 30 + 30 = 90

Friendly Numbers/Landmark

Numbers

Students who are comfortable multiplying by multiples of 10

9 × 15 Add 1 group of 15 10 × 15 = 150 We must now take off 1 group of 15. 150 – 15 = 135

Partial Products

strategy based on the distributive property and is the precursor for our standard U.S. algorithm

student must understand that the factors in a multiplication problem can be broken into addends

student can then u se friendlier numbers to solve more difficult problems

12 × 15 12 × (10 + 5) 12 × 10 = 120 12 × 5 = 60 120 + 60 =180

Breaking Factors into Smaller Factors

Strategy relies on students’ understand of breaking factors into smaller factors

Associate property

12 × 25 (3 × 4) × 25 3 × (4 × 25) (4 × 25) + (4 × 25) + (4 × 25) = 300

Doubling and Halving

Used by students who have an understanding of the concept of arrays with different dimensions but the same area

Student can double and halve numbers with ease Student doubles one factor and halves the other factor

8 × 25 8÷2 = 4 25 × 2 = 50 4 × 50 = 200

Division Strategies Name Clarification Student Work Sample

Repeated Subtraction/Sharing

Early strategy students use when they are developing multiplicative reasoning

Repeated subtraction is one of the least efficient division strategies Presents opportunities to make connections to multiplication

30 ÷ 5 30 – 5 = 25 25 – 5 = 20 20÷5 = 15 15 – 5 = 10 10 – 5 = 5 5 – 5 = 0 I took out 6 groups of 5 30 ÷ 5 = 6

Multiplying Up

Strategy is a natural progression from repeated subtraction

Student uses strength in multiplication to multiply up to reach the dividend

Students relying on smaller factors and multiples will benefit from discussions related to choosing more efficient factors

384 ÷ 16 10 × 16 = 160 384 – 160 = 224 10 × 16 = 160 224 – 160 = 64 2 × 16 = 32 64 – 32 = 32 2 × 16 = 32 32 – 32 = 0

10 + 10 + 2 + 2 = 24

Partial Quotients

Maintains place value

Allows students to work their way toward the quotient by using friendly numbers such as ten, five, and two

As the student chooses larger numbers, the strategy becomes more efficient

384 ÷ 16 _____ 16) 384 -160 224 -160 64 -32 32 -32

0

Proportional

Reasoning

Students who have a strong understand of factors, multiples, and fractional reasoning

Students’ experiences with doubling and halving to solve multiplication problems can launch an investigation leading to the idea that you can divide the dividend and the divisor by the same number to create a friendlier problem

384 ÷ 16 384 ÷ 16 ÷2 ÷2 192 ÷ 8 ÷2 ÷2 96 ÷ 4 ÷2 ÷2 48 ÷ 2 = 24 384 ÷ 16 = 24

Problem Solving Strategies Focus

By Grade Level

Grade Level Strategies Kindergarten Use Objects

First Review Previous Grades

Draw a Picture

Use a Number Sentence

Second Review Previous Grades

Find a Pattern

Make a Table

Third Review Previous Grades

Work Backwards

Make It Simpler

Fourth Review Previous Grades

Make an Organized List

Guess and Check

Fifth Review Previous Grades

Use Logical Reasoning

Sixth: Students should know all strategies that will be

used all year.

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade 2-dimensional 3-dimensional Addition Array Attributes Compose Decompose Edges Equal sign Equation Greater than Least Less Less than Mental images Missing number More Most Number Number line Number word Numeral Object Patterned arrangement Place value Rectangular array Solve Sort Subtraction Symbol Tally marks Vertices Whole number Write

Analog clock Attributes Composite shape Counting on Data Decompose Defining attribute Digit Digital clock Equal sign Equation Equivalent Face Find mentally Fourths/quarters Halves Non-defining Non-standard unit Number pattern Numeral Operations Ordinal number Partition Place Value Properties of Strategy Sum Symbol Unknown number Value Whole number

Analog clock Arrays Associative prop of addition Bar graph Commutative prop of addition Compose Cube Data set Decompose Digit Equation Equivalent Estimate Even Expanded form Extend Face Fluently Fourths Halves Identical wholes Investigate Length Measure Models Number line Odd Ordered set Ordinal numbers Partition Picture graph Place value Plot Predict Prism Reasonable Represent Right rectangular Rule Side Standard form Sum Symbol Thirds Unit Value Vertex Volume Whole number Word form

Analog clock Area Area model Array Attribute Endpoint Equal-sized groups Equivalent Equivalent fraction Expanded form Fluently Frequency table Interval Inverse Line plot Mass Models Multiplicative identity of 1 Multiplicative property Of 0 Number line Partitioned Perimeter Place value Polygon Property of 0 in division Property of 1 in division Quantity Quotient Scaled bar graph Scaled picture graph Standard from Tools Unit fraction Volume Whole number Word form

Algorithmic approach Area Circle graph Decompose Decompose a fraction Denominator Equivalent Equivalent fraction Expanded form Fluently Fraction Improper fraction Inverse operation Line plot Mass Mixed numbers Model Numerator Parallel line Parallelogram Perimeter Perpendicular line Place value Quadrilateral Quotient Ray Rhombus Standard form Symmetry Trapezoid Triangle Volume Whole number Word form

Acute triangle Algorithmic approach Coordinate plane Coordinates Diameter Equation Equilateral triangle Equivalence Estimate Experiment Expression Fluently Isosceles triangle Mean Median Mode Number line Number sense Observations Obtuse triangle Ordered pairs Origin Percent Place value Polygon Product Quadrant Quotient Radius Right triangle Scalene triangle Solid figure Survey Unit fraction Volume

Absolute value Algorithmic approach Box plots Center Complex shape Composing Composite numbers Constraint Decomposing Dependent variable Distribution Double number line Fluently Greatest common factor Histograms Independent variable Integer number system Interquartile range Least common multiple Line plot Magnitude Mean Median Net Prime numbers Proportional relationship Quotient Range Rate Ratio Rational number Spread Surface area Tables of equivalent ratio Tape diagrams Unit rate Variability Volume

2018-19 Mont Pacing Guide

Test 1 Weeks 1-4

Week 1 1.NS.1: Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral.


Week 3 1.NS.3: Match the ordinal numbers first, second, third, etc., with an ordered set up to 10 items.


Test 2: Weeks 5-7

Week 5 1.CA.6: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., 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.NS.4: Use place value understanding to compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Week 6 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.DA.1: Organize and interpret data with up to three choices (What is your favorite fruit? apples, bananas, oranges); ask and answer questions about the total number of data points, how many in each choice, and how many more or less in one choice compared to another.

Week 7 Begin with basic addition problems. 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. 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). Understand the role of 0 in addition and subtraction. 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem).

Week 8 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. 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). Understand the role of 0 in addition and subtraction. 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.NS.6: Show equivalent forms of whole numbers as groups of tens and ones, and understand that the individual digits of a two-digit number represent amounts of tens and ones. 1.NS.2: Understand that 10 can be thought of as a group of ten ones — called a “ten." Understand that the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Understand that 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).

Test 3 Weeks 9-11

Week 9 1.NS.2: Understand that 10 can be thought of as a group of ten ones — called a “ten." Understand that the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Understand that 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.NS.6: Show equivalent forms of whole numbers as groups of tens and ones, and understand that the individual digits of a two-digit number represent amounts of tens and ones. 1.NS.5: Find mentally 10 more or 10 less than a given two-digit number without having to count, and explain the thinking process used to get the answer.

Week 10 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.CA.3: Create a real-world problem to represent a given equation involving addition and subtraction within 20. 1.CA.5: 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 models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten. 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. 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). Understand the role of 0 in addition and subtraction.

Week 11 1.CA.4: Solve real-world problems that call for addition of three whole numbers whose sum is within 20 (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem).

Test 4 Weeks 12-14

Week 12 1.CA.5: 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 models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten. 1.CA.7: Create, extend, and give an appropriate rule for number patterns using addition within 100. 1.NS.5: Find mentally 10 more or 10 less than a given two-digit number without having to count, and explain the thinking process used to get the answer.

Week 13 1.CA.5: 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 models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten.

1.CA.3: Create a real-world problem to represent a given equation involving addition and subtraction within 20.

Week 14 1.CA.5: 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 models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten. (look at second grade standard correlations)

Test 5 Weeks 15-17



Week 17 1.G.1: Identify objects as two-dimensional or three-dimensional. Classify and sort two-dimensional and three-dimensional objects by shape, size, roundness and other attributes. Describe how two-dimensional shapes make up the faces of three-dimensional objects. 1.G.2: Distinguish between defining attributes of two- and three-dimensional shapes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size). Create and draw two-dimensional shapes with defining attributes.

Test 6 Weeks 18-21

Week 18 1.G.3: Use 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. [In grade 1, students do not need to learn formal names such as "right rectangular prism."] 1.G.4: Partition circles and rectangles into two and four equal parts; describe the parts 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 parts. Understand for partitioning circles and rectangles into two and four equal parts that decomposing into equal parts creates smaller parts.

Week 19 1.M.2: Tell and write time to the nearest half-hour and relate time to events (before/after, shorter/longer) using analog clocks. Understand how to read hours and minutes using digital clocks.



Test 7 Weeks 22-24

Week 22 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). **No decomposing a group of 10**

Week 23 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. 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). Understand the role of 0 in addition and subtraction. 1.CA.3: Create a real-world problem to represent a given equation involving addition and subtraction within 20.

Week 24 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. 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). Understand the role of 0 in addition and subtraction.

Test 8 Weeks 25-28

Week 25 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem).

Week 26 1.CA.5: 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 models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten. Review addition and subtraction.

Week 27 Review addition (regrouping) and subtraction (no regrouping)

Week 28 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. 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). Understand the role of 0 in addition and subtraction. 1.CA.6: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2).

Test 9 Weeks 29-21

Week 29 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. 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). Understand the role of 0 in addition and subtraction. **subtraction decomposing a group of ten**

Week 30 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). **subtraction decomposing a group of ten**

Week 31 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem).

Week 32 1.M.1: Use direct comparison or a nonstandard unit to compare and order objects according to length, area, capacity, weight, and temperature. 1.M.2: Tell and write time to the nearest half-hour and relate time to events (before/after, shorter/longer) using analog clocks. Understand how to read hours and minutes using digital clocks.

Week 33 1.M.3: Find the value of a collection of pennies, nickels, and dimes.

Week 34 Review addition and subtraction with and without regrouping. 1.M.2: Tell and write time to the nearest half-hour and relate time to events (before/after, shorter/longer) using analog clocks. Understand how to read hours and minutes using digital clocks. 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem).

Week 35 2.NS.2: Read and write whole numbers up to 1,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 1,000.

Week 36 2.NS.3: Plot and compare whole numbers up to 1,000 on a number line.

Weeks 1-4:

Problem Solving: Should be embedded within daily instruction:

Make sense of problems and persevere in

solving them.

PS.1

Reason

abstractly and quantitatively

PS.2

Construct viable arguments and

critique the reasoning of

others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6

Look for and make sure of

structure

PS. 7

Look for and

express regularity in repeated reasoning

PS.8

DOK (Depth of Knowledge)

Level 1: identify, list, label, illustrate,

measure, state, tell, use, match

Level 2: graph, classify, cause/effect,

estimate, compare, infer, construct, summarize, interpret,

estimate

Level 3: Revise, critique, construct, investigate, cite evidence,

conclusions, assess

Level 4: Design, connect, synthesize, critique,

analyze, create, prove, apply concepts

Standards taught three weeks: Grade Level Correlation 1.NS.1: Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral.

1.NS.1: Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral.

1.NS.3: Match the ordinal numbers first, second, third, etc., with an ordered set up to 10 items.

1.NS.1: Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral.

K.NS.1: Count to at least 100 by ones and tens and count on by one from any number.

Week 1:

Standard: 1.NS.1: Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral. Students will:

Count to 120 by ones from any given number

Count to 120 by fives from any given number

Count to 120 by tens from any given number First grade standard is AT LEAST 120. At the start of the year, kindergarten standard of counting to 100 should be reviewed.

AIMS:

Count By Shoes, Count By Twos Internet Resources: www.cpalms.org

Over a Hundred Hungry Ants: Counting to 120

www.grade1commoncoremath.wikispace.hcpss.org

After Before Between Digit Fives Group Hundred Next Number Numeral Ones Order Pattern Place value Range Represent Sequence Sets Tens Three-digit Two-digit Value

http://www.cpalms.org/

http://www.grade1commoncoremath.wikispace.hcpss.org/

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjQlcjk27PLAhXC74MKHRlEAcEQjRwIBw&url=http://buggyandbuddy.com/finding-number-patterns-using-a-hundreds-chart-with-free-printable/&psig=AFQjCNG53lf5PMwJzPiMlmgdn1azcUHKmw&ust=1457616778131010

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwj_7-jc3rPLAhUDv4MKHbfkAiMQjRwIBw&url=https://www.pinterest.com/caseymatthes/counting/&psig=AFQjCNG-BmM6rYrunUj8w8ceZsCx5I8G9w&ust=1457617489988615

Week 2:


Represent a number with objects

Represent a number with a written numeral Example: How many dogs are below?

Resources:

Count By Shoes, Count By Twos www.cpalms.org

Over a Hundred Hungry Ants: Counting to 120

After Before Between Digit Fives Group Hundred Next Number Numeral Ones Order Ordered set Ordinal number Pattern Place value Range Represent Sequence Set Strategy Tens Three-digit Two-digit Value


http://clipartall.com/clipart/4372-dog-clipart-free.html






Week 3:

Standard: 1.NS.3: Match the ordinal numbers first, second, third, etc., with an ordered set up to 10 items. Students will:

Match ordinal numbers with an ordered set up to 10 Example:

Resources:

After Before Between Digit Eighth Fifth First Fourth Match Next Ninth Number Numeral Order Ordered set Ordinal numbers Pattern Represent Second Sequence Set Seventh Sixth Tenth Third

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwihpvXFk5rTAhVL7YMKHQWBB2gQjRwIBw&url=https://www.youtube.com/watch?v%3DSux4dE-nxKI&bvm=bv.152174688,d.amc&psig=AFQjCNEQjP7MirctvkCXEOIueQPN2ZrkJQ&ust=1491922719303686

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjNusDOk5rTAhVj6IMKHe-3ALAQjRwIBw&url=https://www.activityvillage.co.uk/ordinal-number-strips&bvm=bv.152174688,d.amc&psig=AFQjCNEQjP7MirctvkCXEOIueQPN2ZrkJQ&ust=1491922719303686

Week 4:


Count to at least 120 by 10’s from any given number (review)

Read numerals up to 120

Write numerals up to 120

Represent a number of objects with a written numeral for this range

Resources:

Count By Shoes, Count By Twos www.cpalms.org

Cookie Subtraction

Word Problem Lesson

Addition Stories at the Food Store

After Before Between Digit Eighth Fifth First Fives Fourth Group Hundred Next Ninth Number Numeral Ones Order Pattern Place value Range Read Represent Second Sequence Sets Seventh Sixth Strategy Tens Tenth Third Value

Write


https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwid2beilJrTAhUs2IMKHbWnAKMQjRwIBw&url=https://www.pinterest.com/explore/counting-to-120/&bvm=bv.152174688,d.amc&psig=AFQjCNF9JreSSyeIcsZ56_qUEM6qaGeFow&ust=1491922949138212

Weeks 5-8:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess



Standards taught three weeks: Grade Level Correlation 1.CA.6: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., 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.NS.4: Use place value understanding to compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. 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). Understand the role of 0 in addition and subtraction. 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. 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). Understand the role of 0 in addition and subtraction. 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.NS.6: Show equivalent forms of whole numbers as groups of tens and ones, and understand that the individual digits of a two-digit number represent amounts of tens and ones. 1.NS.2: Understand that 10 can be thought of as a group of ten ones — called a “ten." Understand that the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Understand that 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).

K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] K.CA.4: Find the number that makes 10 when added to the given number for any number from 1 to 9 (e.g., by using objects or drawings), and record the answer with a drawing or an equation. K.NS.7: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching and counting strategies). K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals. K.NS.9: Use correctly the words for comparison, including: one and many; none, some and all; more and less; most and least; and equal to, more than and less than. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings.

Week 5:

Standard: 1.CA.6: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). Students will:

Use place value understanding

Record results of comparisons

Understand the meaning of the equal sign: 5 is the same as 2 and 3 (5 = 2 + 3) 4 and 6 are the same as 10 (4 + 6 = 10) 2 and 4 balances 3 and 3 (2 + 4 = 3 + 3)

7 balances 7 (7 = 7)

Resources:

Telling Tales

Space Probe

Through the Window Numbers

Safari Sums and Differences

Pound Pooches

Balanced Compare Digit Equal Equal sign Equal to (=) Equation Greater than (>) Less than (<) Numeral Place Value Record Value Whole number

https://www.google.com/imgres?imgurl=http://www.clker.com/cliparts/W/X/w/f/q/i/balance-hi.png&imgrefurl=http://www.clker.com/clipart-balance-3.html&h=272&w=600&tbnid=MPUktEWNqTD5_M:&docid=sgnz_N6yDR6TWM&ei=j_9uVrDwJIbImwG_r5jQDg&tbm=isch&ved=0ahUKEwjw87OY89vJAhUG5CYKHb8XBuo4ZBAzCD4oOzA7

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiOgrbhlJrTAhVJ7IMKHSBSAA0QjRwIBw&url=https://www.pinterest.com/etolf83/math-balance-equations-equal-sign/&bvm=bv.152174688,d.amc&psig=AFQjCNGYrPoWGoFevcQ5D1eF8hRInl0Ihg&ust=1491923086293374

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwi_882KlZrTAhWi14MKHZszDq0QjRwIBw&url=https://nz.pinterest.com/explore/equals-sign/&bvm=bv.152174688,d.amc&psig=AFQjCNGYrPoWGoFevcQ5D1eF8hRInl0Ihg&ust=1491923086293374

Week 6:

Standards: 1.NS.4: Use place value understanding to compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). Students will:

Use place value understanding

Compare two two-digit numbers(11-99) based on meanings of the tens and ones digit

Record results of comparisons

Record using comparison symbols (<, >, =)

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

Explain why a 2-digit number is greater than, less than, or equal to another 2-digit number HINT: Commonly used instructional aids (e.g., Pac Man, bird, alligator, etc.) for knowing which comparison sign (e.g., <, >, =) to use do not advance student understanding. Additionally, students do not associate the

real meaning and name with the sign.

Resources:

Pond Problems

Compare Equal to (=) Greater than (>) Interpret Less than (<) Numeral Place value Results Strategy Symbol Two digits Value Whole number

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjggfztlJrTAhWa8oMKHdg-DHwQjRwIBw&url=http://www.math4texas.org/Page/330&bvm=bv.152174688,d.amc&psig=AFQjCNGYrPoWGoFevcQ5D1eF8hRInl0Ihg&ust=1491923086293374

Week 7: BEGIN ADDITION FACTS

Standards: 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. 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). Understand the role of 0 in addition and subtraction. 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). Students will:

Solve real-world problems involving addition within 20

Solve real-world problems involving subtractions within 20

Solve by adding to, taking apart, and comparing

Solve for unknowns in all parts of addition

Use objects, drawings, and equations with a symbol for unknown numbers to represent the problem

Understand the role of 0 in addition Example: Symbols of unknown numbers may be, but are not limited to the following: 3 + __= 7 9 = 5 + ____ 4 + 2 = ____

What is the addition number sentence goes with this picture?

AIMS:

Following the Rules

Tens to Ones Telling Tales

Through the Window

Numbers


Pound Pooche I See, You See

Turn Around Taxi Space Probe

Add Addend Counting on Difference Digit Equals Equation Equivalent Fact family Numeral Solve Sum Symbol Unknown number Value Whole number

Week 8:

Standards: 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. 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). Understand the role of 0 in addition and subtraction. 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.NS.6: Show equivalent forms of whole numbers as groups of tens and ones, and understand that the individual digits of a two-digit number represent amounts of tens and ones. 1.NS.2: Understand that 10 can be thought of as a group of ten ones — called a “ten." Understand that the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Understand that 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). Students will:

Understand how to make a group of ten

Solve for unknown addition numbers

Use objects to represent a problem

Illustrate a problem

Use a symbol for an unknown number

Make an equivalent form of whole numbers

Understand place value of tens

Understand place value of ones

Resources:

Following the Rules

Tens to Ones

Telling Tales

Space Probe



Clowning around with the

Facts

Seek and Hide

Tic Tac Ten and Twenty

Rally with Differences

Addition Compose Counting on Decompose Digit Equation Equivalent Group Number Numeral Ones Order Pattern Place value Range Represent Sequence Sets Strategy Sum Symbol Ten Unknown number Value Whole number

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwji1_-23LPLAhVMtYMKHU6ZBzUQjRwIBw&url=https://www.pinterest.com/pin/220324606743810287/&bvm=bv.116573086,d.amc&psig=AFQjCNFO-_kjAGuyu_1_aorfQw5HD3zrsQ&ust=1457616835894405

Weeks 9-11:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess



Standards taught three weeks: Grade Level Correlation 1.NS.2: Understand that 10 can be thought of as a group of ten ones — called a “ten." Understand that the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Understand that 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.NS.6: Show equivalent forms of whole numbers as groups of tens and ones, and understand that the individual digits of a two-digit number represent amounts of tens and ones. 1.NS.5: Find mentally 10 more or 10 less than a given two-digit number without having to count, and explain the thinking process used to get the answer. 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. 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). Understand the role of 0 in addition and subtraction. 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.CA.3: Create a real-world problem to represent a given equation involving addition and subtraction within 20. 1.CA.5: 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 models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten. 1.CA.4: Solve real-world problems that call for addition of three whole numbers whose sum is within 20 (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem).

K.NS.1: Count to at least 100 by ones and tens and count on by one from any number.

K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings. K.NS.3: Find the number that is one more than or one less than any whole number up to 20. K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem).

Week 9:

Standards: 1.NS.2: Understand that 10 can be thought of as a group of ten ones — called a “ten." Understand that the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Understand that 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.NS.6: Show equivalent forms of whole numbers as groups of tens and ones, and understand that the individual digits of a two-digit number represent amounts of tens and ones. 1.NS.5: Find mentally 10 more or 10 less than a given two-digit number without having to count, and explain the thinking process used to get the answer. Students will:

Understand how to make a group of ten

Make equivalent forms of whole numbers

Use ones to make a group of ten

Understand place value of ones

Understand place value of tens

Find 10 more mentally

Find 10 less mentally

Resources:

Following the Rules

Tens to Ones Puzzling Number Patterns

Digit Equivalent Find mentally Group Less More Numeral Ones Place Value Strategy Tens Two-digit Value Whole number

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwigx9mNlprTAhWJ24MKHZxGDbYQjRwIBw&url=http://www.primarypossibilities.com/2015/01/interactive-math-journals-place-value.html&bvm=bv.152174688,d.amc&psig=AFQjCNEdvUDMB48B872nE5SPYAOcSo3MTA&ust=1491923401632304

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjuh4iglprTAhVC74MKHanFA74QjRwIBw&url=https://designedbyteachers.com.au/10-more-10-less-bingo/&bvm=bv.152174688,d.amc&psig=AFQjCNEdvUDMB48B872nE5SPYAOcSo3MTA&ust=1491923401632304

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjnhN3LmJrTAhXi1IMKHWB1C_UQjRwIBw&url=https://www.pinterest.com/explore/math-anchor-charts/&psig=AFQjCNF4CYlliwsUtQCWJa9gG5P0zBx9yA&ust=1491924113587282

Week 10: NO COMPOSING A GROUP OF 10

Standards:

1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. 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). Understand the role of 0 in addition and subtraction. 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.CA.3: Create a real-world problem to represent a given equation involving addition and subtraction within 20. 1.CA.5: 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 models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten. Students will:

Use the strategy of “adding to” a number

Use the strategy of “putting together”

Create a problem to represent an equation involving addition

Add two digit and one digit numbers (NO REGROUPING)

Resources:

Telling Tales

Space Probe

Through the Window

Numbers

Safari Sums and

Differences

Pound Pooches Following the Rules

Tens to Ones

Adding to Digit Equation Numeral Properties of operations Putting together Strategy Symbol Two-digit Unknown number Value Whole number

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwi2trnZmJrTAhUo0YMKHQnTALMQjRwIBw&url=https://www.pinterest.com/explore/addition-strategies/&psig=AFQjCNF4CYlliwsUtQCWJa9gG5P0zBx9yA&ust=1491924113587282

Week 11:

Standard:

1.CA.4: Solve real-world problems that call for addition of three whole numbers whose sum is within 20 (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). Students will:

Solve real-world problems in addition

Use strategies: 1. Use objects 2. Draw pictures

Add three numbers within 20

Use a symbol for unknown number

Resources:

I See, You See

Turn Around Taxi

Following the Rules

Puzzling Number Patterns

Telling Tales

Space Probe



Pound Pooches

Add

Addition

Digit

Explain

Models

Multiple

Numeral

One-digit

Place value

Reasoning

Represent Solve Strategy

Sum

Symbol

Unknown number

Value

Whole number

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjbkYf4i7bTAhUH0YMKHTBeBOUQjRwIBw&url=http://dirlook.info/three-number-addition/&psig=AFQjCNHyv2JXDSq31tZMhkcH4yipltqS6g&ust=1492882783441870

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjZw9yEjLbTAhUG_4MKHcNuA5sQjRwIBw&url=https://www.pinterest.com/pin/179369997636652708/&psig=AFQjCNHyv2JXDSq31tZMhkcH4yipltqS6g&ust=1492882783441870

Weeks 12-14



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess



Standards taught three weeks: Grade Level Correlation

1.CA.5: 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 models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two digit numbers, one and tens and tens, ones and ones, and that sometimes it is necessary to compose a 10. 1.NS.5: Find mentally 10 more or 10 less than a given two-digit number without having to count, and explain the thinking process used to get the answer. 1.CA.7: Create, extend, and give an appropriate rule for number patterns using addition within 100. 1.G.4: Partition circles and rectangles into two and four equal parts; describe the parts 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 parts. Understand for partitioning circles and rectangles into two and four equal parts that decomposing into equal parts creates smaller parts

1.G.4: Partition circles and rectangles into two and four equal parts; describe the parts 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 parts. Understand for partitioning circles and rectangles into two and four equal parts that decomposing into equal parts creates smaller parts.

K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.NS.3: Find the number that is one more than or one less than any whole number up to 20. K.CA.5: Create, extend, and give an appropriate rule for simple repeating and growing patterns with numbers and shapes.

Week 12: NO COMPOSING A GROUP OF TEN

Standards: 1.CA.5: 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 models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two digit numbers, one and tens and tens, ones and ones, and that sometimes it is necessary to compose a 10. 1.NS.5: Find mentally 10 more or 10 less than a given two-digit number without having to count, and explain the thinking process used to get the answer. 1.CA.7: Create, extend, and give an appropriate rule for number patterns using addition within 100. Students will:

Add numbers within 100

Add numbers within 100 using 2 digit and one digit numbers

Add 2 digit with multiples of 10

Use a strategy to solve addition problems

Explain reasoning in an explanation

Develop a rule for patterns in addition

Resources:

Telling Tales

Space Probe



Pound Pooches Following the Rules

Tens to Ones

Addition Digit Explain Find mentally Number pattern Numeral Properties of operations Reasoning Rule Strategy Sum Two-digit Value Whole number

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjy1c_el5rTAhVK4IMKHU3ICT8QjRwIBw&url=https://www.pinterest.com/explore/addition-strategies/&bvm=bv.152174688,d.amc&psig=AFQjCNHAJoZAlZeTWks4xHpkRCJvsjjYPQ&ust=1491923836772782

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiulMaR3ZzTAhXh5oMKHYJDAbsQjRwIBw&url=https://www.youtube.com/watch?v%3DbJ0ktZbriWM&psig=AFQjCNHP0I-54BFP0izHPgaC0DwxlRl-cA&ust=1492011225910579

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwisv6y_v7_TAhVnyoMKHfjCAzAQjRwIBw&url=http://www.brighthubeducation.com/homework-math-help/110360-how-to-add-and-subract-rational-numbers-with-practice-problems/&psig=AFQjCNFog1IFTwFEbwfXLmrTacuFfXPi4w&ust=1493205842919274

Week 13:

Standard: 1.G.4: Partition circles and rectangles into two and four equal parts; describe the parts 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 parts. Understand for partitioning circles and rectangles into two and four equal parts that decomposing into equal parts creates smaller parts. Students will:

Partition circles into 2 equal parts

Partition rectangles into 2 equal parts



Resources:

Biscuit Bunny Fractions Cube Combos

Packing up Pieces

Circles Decompose Equal Fourths Halves Partition Quarters Rectangle

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjmqeHooJrTAhVF5oMKHbelCLAQjRwIBw&url=http://langfordmath.com/ECEMath/Geometry/ComposingShapesText.html&bvm=bv.152174688,d.amc&psig=AFQjCNEZZp41bAxLR10OVGKSI1-QS7CTiw&ust=1491926316304898

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjy79P0oJrTAhWr6YMKHbtMBwcQjRwIBw&url=https://learnzillion.com/lesson_plans/410-recognizing-equal-shares-by-partitioning-circles-and-rectangles-in-different-ways&bvm=bv.152174688,d.amc&psig=AFQjCNEZZp41bAxLR10OVGKSI1-QS7CTiw&ust=1491926316304898

Week 14:






Use phrases to describe the parts using words

Resources:

Biscuit Bunny

Fractions Cube Combos

Packing up Pieces

Circle Decompose Equal Fourth of Fourths Half of Halves Partition Quarter of Quarters Rectangle Whole number

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjItZ3wmrPTAhUL2oMKHTjTBQwQjRwIBw&url=https://www.illustrativemathematics.org/content-standards/1/G/A/3/tasks/2067&psig=AFQjCNE8y0GabLbHfJqCu-vZmJr99MKFUw&ust=1492783723707311

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjSn636mrPTAhXMzIMKHRkVBXwQjRwIBw&url=http://www.pdesas.org/ContentWeb/Content/Content/5490/Lesson Plan&psig=AFQjCNE8y0GabLbHfJqCu-vZmJr99MKFUw&ust=1492783723707311

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwi1psChm7PTAhXL3YMKHdMqD_sQjRwIBw&url=http://www.pdesas.org/ContentWeb/Content/Content/5490/Lesson Plan&psig=AFQjCNE8y0GabLbHfJqCu-vZmJr99MKFUw&ust=1492783723707311

Weeks 15--17:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess



Standards taught three weeks: Grade Level Correlation 1.G.4: Partition circles and rectangles into two and four equal parts; describe the parts 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 parts. Understand for partitioning circles and rectangles into two and four equal parts that decomposing into equal parts creates smaller parts.

1.G.1: Identify objects as two-dimensional or three-dimensional. Classify and sort two-dimensional and three-dimensional objects by shape, size, roundness and other attributes. Describe how two-dimensional shapes make up the faces of three-dimensional objects. 1.G.2: Distinguish between defining attributes of two- and three-dimensional shapes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size). Create and draw two-dimensional shapes with defining attributes.

K.G.2: Compare two- and three-dimensional shapes in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).

Week 15:


Identify objects as two dimensional and three dimensional

Construct or draw a shape when given specific defining attributes

Example: model a closed figure with 4 sides and 4 vertices

Combine two-dimensional shapes to create a composite shape (example: two triangles make a square)

Resources:

Biscuit Bunny

Fractions

Circle

Closed figure

Decompose

Flat

Fourths Half-circle

Halves

Partition Quarters Rectangle

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwj0ubS_o5rTAhUI64MKHbNIBhoQjRwIBw&url=http://www.scimathmn.org/stemtc/frameworks/231-shapes&bvm=bv.152174688,d.amc&psig=AFQjCNFO8dfhsiJn53nL2a4m0G0-41if-Q&ust=1491926579104997

Week 16:

Standard: 1.G.1: Identify objects as two-dimensional or three-dimensional. Classify and sort two-dimensional and three-dimensional objects by shape, size, roundness and other attributes. Describe how two-dimensional shapes make up the faces of three-dimensional objects. Students will:


Classify/sort two dimensional and three dimensional shapes using attributes

1. Shape

2. Size

3. Roundness

Explain attributes are features that are always true for classifying and identifying shapes

1. Closed

2. Number of sides

3. Vertices

Explain that non-defining attributes are features that may be present but are not always true for

every shape

1. Color

2. Size

3. Texture

4. Orientation



Combine two-dimensional shapes to create a composite shape (example: two triangles make a

square)

Combine three-dimensional solids to create or model a solid

Resources:

Shape Takers

Meaty Math Cube Combos

Packing up Pieces

Shape Takers

2-D 3-D Attributes

Circle

Closed figure

Compare

Composite shape

Cone

Cube

Cylinder

Decompose

Defining attributes

Face

Flat

Half-circle

Halves

Non-defining attributes

Open figure

Rectangle

Rectangular prism

Side

Solid

Sort

Square

Trapezoid

Triangle

Vertex

Vertices

Week 17:

Standard: 1.G.2: Distinguish between defining attributes of two- and three-dimensional shapes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size). Create and draw two-dimensional shapes with defining attributes. Students will:


Classify/sort two dimensional and three dimensional shapes using attributes

4. Shape

5. Size

6. Roundness

Explain attributes are features that are always true for classifying and identifying shapes

4. Closed

5. Number of sides

6. Vertices

Explain that non-defining attributes are features that may be present but are not always true for

every shape

5. Color

6. Size

7. Texture

8. orientation



Combine two-dimensional shapes to create a composite shape (example: two triangles make a

square)


Resources:

Cube Combos

Packing up Pieces

Shape Takers

Meaty Math

Cube Combos

Packing up Pieces

Attributes

Circle

Closed figure

Compare

Compose

Cone

Cube

Cylinder

Decompose

Defining attributes

Face

Flat

Half-circle

Halves Non-defining attributes

Open figure

Rectangle

Rectangular prism

Side

Solid

Sort

Square

Trapezoid

Triangle

Vertex

Vertices

Weeks 18-21:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess




1.G.3: Use two dimensional shapes (rectangles, squares, trapezoids, triangles, half-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. (In grade 2, students do not need to learn formal names such as “right rectangular prism”.) 1.M.2: Tell and write time to the nearest half-hour and relate time to events (before/after, shorter/longer) using analog clocks. Understand how to read hours and minutes using digital clocks. 1.CA.5: 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 models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten. 1.CA.5: 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 models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten.

K.G.3: Model shapes in the world by composing shapes from objects (e.g., sticks and clay balls) and drawing shapes. K.M.2: Understand concepts of time, including: morning, afternoon, evening, today, yesterday, tomorrow, day, week, month, and year. Understand that clocks and calendars are tools that measure time. K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10.

Week 18:

Standard: 1.G.3: Use two dimensional shapes (rectangles, squares, trapezoids, triangles, half-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. (In grade 2, students do not need to learn formal names such as “right rectangular prism”.) Students will:


Classify/sort two dimensional and three dimensional shapes using attributes 7. Shape 8. Size 9. Roundness

Explain attributes are features that are always true for classifying and identifying shapes 7. Closed 8. Number of sides 9. Vertices

Explain that non-defining attributes are features that may be present but are not always true for every shape 9. Color 10. Size 11. Texture 12. orientation

Construct or draw a shape when given specific defining attributes Example: model a closed figure with 4 sides and 4 vertices

Combine two-dimensional shapes to create a composite shape (example: two triangles make a square)


Resources:

Cube Combos

Packing up Pieces

Shape Takers

Meaty Math

Cube Combos

Packing up Pieces

Attributes Circle Closed figure Compare Compose Composite shape Cone Cube Cylinder Decompose Defining attributes Flat Half-circle Halves Non-defining attributes Open figure Rectangle Rectangular prism Shape Side Solid Sort Square Trapezoid Triangle Two-dimensional Vertex Vertices

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjS5fDJnLPTAhVn04MKHakBAbgQjRwIBw&url=http://www.atcoam.com/geometry/3d-shapes&psig=AFQjCNEPscYdPzIq3-TChy7y-NZs6yJQtg&ust=1492784076624367

Week 19:

Standard: 1.M.2: Tell and write time to the nearest half-hour and relate time to events (before/after, shorter/longer) using analog clocks. Understand how to read hours and minutes using digital clocks. **Time will be tested on assessment 4C Students will:

Identify a digital clock

Identify an analog clock

Identify parts of an analog clock

Read hours and minutes

Tell how many minutes are in one whole hour

Explain why 30 minutes is half an hour

Use their understanding of halves and wholes when telling time on an analog clock

Tell time in hours and half-hours using both types of clocks

Write time in hours and half-hours using both types of clocks

Determine the time on an analog clock

Write the time as it would appear on a digital clock

Determine the time

Relate time to events

1. Before/after

2. Shorter/longer

Resources:

Hour by Hour

Hands on the Hour

Name That Time

Two Timers

Flipping Over Time

30 minutes

60 minutes

Analog clock

Digit

Digital clock

Face

Face of clock

Half-hour

Halves

Hands

Hour

Minutes

O’Clock time

Whole hour

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiQwLu8pZrTAhXr6YMKHQa7CtAQjRwIBw&url=https://www.pinterest.com/hall1211/time/&bvm=bv.152174688,d.amc&psig=AFQjCNEJayZSbjCOyrRu-zOjaeR1gvFRmg&ust=1491927519167459

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjn6YXDpZrTAhWW2YMKHVOVA6MQjRwIBw&url=https://www.pinterest.com/drnicki7/telling-time/&bvm=bv.152174688,d.amc&psig=AFQjCNEJayZSbjCOyrRu-zOjaeR1gvFRmg&ust=1491927519167459

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjfsL_dpZrTAhVK_4MKHRz_CL0QjRwIBw&url=https://www.pinterest.com/cpmteach/time-why-is-quarter-past-and-quarter-to-so-hard/&bvm=bv.152174688,d.amc&psig=AFQjCNEJayZSbjCOyrRu-zOjaeR1gvFRmg&ust=1491927519167459

Week 20: **Addition without COMPOSING A GROUP OF 10**

Standard: 1.CA.5: 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 models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten. Students will:

Add within 100

Add two-digit number and a one-digit number

Add two-digit number and a multiple of 10

Use models 1. Based on place value 2. Based on properties of operations 3. Based on relationship of addition and subtraction (not yet)

Use drawings 4. Based on place value 5. Based on properties of operations 6. Based on relationship of addition and subtraction (not yet)

Use strategies 7. Based on place value 8. Based on properties of operations 9. Based on relationship of addition and subtraction (not yet)

Describe strategy used

Explain reasoning used

Resources:

Telling Tales

Space Probe



Pound Pooches

Add Addend Digit Drawings Explain Models Place value Properties of operations Reasoning Relationship Strategy Sum Two-digit Value Whole number

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwifgo_UyprTAhWo5IMKHXlJCCIQjRwIBw&url=https://www.teacherspayteachers.com/Product/2-Digit-Addition-without-Regrouping-Song-Center-466234&psig=AFQjCNFVTpntd-TiFRwPgehOSY-TF6IzlQ&ust=1491937555604188

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjv3YCNy5rTAhVM7YMKHYpgC5QQjRwIBw&url=https://msjohnsonk.wordpress.com/2014/01/07/some-new-2-digit-addition-strategies/&psig=AFQjCNFVTpntd-TiFRwPgehOSY-TF6IzlQ&ust=1491937555604188

Week 21: **BEGIN TO COMPOSE A GROUP OF 10**

Standard: 1.CA.5: 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 models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten. Students will:

Understand adding two-digit numbers

Understand to add the ones place with ones place of another number

Understand to add tens place with the tens place of another number

Understand place value

Understand how to compose a group of ten

Resources:

Telling Tales

Space Probe

Through the Window

Numbers


Pound Pooches I See, You See

Turn Around Taxi

Add Compose Group Ones Place Value Properties of operations Regroup Strategy Ten Two-digit Value Whole number

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjhucOMspzTAhVF94MKHcS3AE8QjRwIBw&url=http://www.learn-with-math-games.com/addition-regrouping.html&bvm=bv.152174688,bs.1,d.amc&psig=AFQjCNHRAEmhvxoYcX4YIKSTztlE1zL-Ug&ust=1491999678655842

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiE7NyUspzTAhXs6oMKHRkkCfcQjRwIBw&url=http://www.olympiad.niyano.com/2016/08/30/addition/&bvm=bv.152174688,bs.1,d.amc&psig=AFQjCNHRAEmhvxoYcX4YIKSTztlE1zL-Ug&ust=1491999678655842

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwj1hYbeyprTAhUs_IMKHQz9DYQQjRwIBw&url=https://caistacy114.wordpress.com/internet-instructional-strategies/&psig=AFQjCNFVTpntd-TiFRwPgehOSY-TF6IzlQ&ust=1491937555604188

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwj2oILxlprTAhVIzIMKHQ3_BvcQjRwIBw&url=https://www.youtube.com/watch?v%3DxAf-rCJ6VEc&bvm=bv.152174688,d.amc&psig=AFQjCNHuVoGC7PuY9STsnyE-AqGKDCv4Kw&ust=1491923651657381

Weeks 22-24:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess




1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. 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). Understand the role of 0 in addition and subtraction. 1.CA.3: Create a real-world problem to represent a given equation involving addition and subtraction within 20. 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. 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). Understand the role of 0 in addition and subtraction.

K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10.

Week 22: **Begin subtraction/no DECOMPOSING**

Standard: 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). **NO REGROUPING** Students will:

Solve real-world problems involving subtraction within 20

Use strategies in subtraction such as: 1. Taking from 2. Taking apart

(Subtraction will be 25 For unknown number)

Resources:

I See, You See

Turn Around Taxi Space Probe

Safari Sums and

Differences

Difference Equation Subtract Symbol Taking apart Taking from Unknown number Value Whole number

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwj5u_-Os5zTAhVLyoMKHYuNDMkQjRwIBw&url=https://www.pinterest.com/explore/part-part-whole/&bvm=bv.152174688,bs.1,d.amc&psig=AFQjCNHZh95grvqiu9J4YUKVRMG5j_N5mQ&ust=1491999957578855

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiYlpmds5zTAhWl7YMKHedZBuAQjRwIBw&url=https://www.pinterest.com/christinamarkle/addition-and-subtraction/&bvm=bv.152174688,bs.1,d.amc&psig=AFQjCNHZh95grvqiu9J4YUKVRMG5j_N5mQ&ust=1491999957578855

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiUrcCrs5zTAhWDyoMKHXi_D4IQjRwIBw&url=http://langfordmath.com/ECEMath/BasicFacts/PartWholeDiagramsAnswers.html&bvm=bv.152174688,bs.1,d.amc&psig=AFQjCNHZh95grvqiu9J4YUKVRMG5j_N5mQ&ust=1491999957578855

Week 23:

Standards: 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. 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). Understand the role of 0 in addition and subtraction. 1.CA.3: Create a real-world problem to represent a given equation involving addition and subtraction within 20. Students will:

Understand relationship of fact families

Understand the role of zero in subtraction

Create real-world problems to represent a given equation involving subtraction within 20

Resources:

Telling Tales

Space Probe

Through the Window

Numbers



Turn Around Taxi

Addition Counting on Difference Equation Equivalent Fluency Subtract Sum Value Whole number

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwj48OH3tJzTAhXL7IMKHdbeC1sQjRwIBw&url=https://livelovemath.wordpress.com/&bvm=bv.152174688,bs.1,d.amc&psig=AFQjCNF_tmtJraoew1EvR2YUDx79n48doQ&ust=1492000429744787

Week 24:

Standard: 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. 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). Understand the role of 0 in addition and subtraction. Students will:

Use the relationship of addition and subtraction to solve various problems

Resources:

Telling Tales

Space Probe

Through the Window

Numbers

Safari Sums and

Differences


Turn Around Taxi

Addition Counting on Difference Equation Equivalent Subtraction Sum Value Whole number

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwi2trnZmJrTAhUo0YMKHQnTALMQjRwIBw&url=https://www.pinterest.com/explore/addition-strategies/&psig=AFQjCNF4CYlliwsUtQCWJa9gG5P0zBx9yA&ust=1491924113587282

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjfqKDfmJrTAhUN8YMKHZwjCv4QjRwIBw&url=http://brignacsbrightideas.blogspot.com/2016_01_01_archive.html&psig=AFQjCNF4CYlliwsUtQCWJa9gG5P0zBx9yA&ust=1491924113587282

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjTt9C1mZrTAhXn4IMKHUv2CZEQjRwIBw&url=https://www.pinterest.com/hannahbraun123/math-anchor-charts-1st-3rd-grade/&psig=AFQjCNEPJbJZj4WbxZ3yLVNlMAHiuingvw&ust=1491924211909624

Weeks 25-28:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess



Standards taught this three weeks Grade Level Correlation

1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. 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). Understand the role of 0 in addition and subtraction. 1.CA.6: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2).

K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.]

Week 25:

Standard: 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). Students will:

Solve problems using unknown parts in addition problems

Solve problems using unknown parts in subtraction problems

Use strategies to figure out unknown parts of a problem: 1. Using objects 2. Use drawings 3. Use equations

Understand symbols will represent an unknown number

Resources:

Telling Tales

Space Probe

Through the Window

Numbers

Safari Sums and

Differences


Turn Around Taxi

Adding to Addition Compare Difference Equation Model Putting together Subtraction Sum Symbol Symbol Taking apart Taking from Unknown number Value Whole number

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjvn9P_t5zTAhWm34MKHasrBzQQjRwIBw&url=https://learnzillion.com/lesson_plans/3341-6-practice-finding-unknown-numbers-in-equations-fp&bvm=bv.152174688,bs.1,d.amc&psig=AFQjCNGGQcnVoaJEhlAZlYbPS0iWx66XYQ&ust=1492001268281845

Week 26:

Standard: Review addition and subtraction Students will:

Use strategies to solve addition problems

Use strategies to solve subtraction problems

Resources:

Telling Tales

Space Probe




Turn Around Taxi

Addend Addition Counting on Difference Digit Equation Place value Properties of operation Strategy Subtraction Sum Symbol Unknown number Value Whole number

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwim7c7mmJrTAhUowYMKHUqKC4IQjRwIBw&url=https://www.pinterest.com/explore/addition-and-subtraction/&psig=AFQjCNF4CYlliwsUtQCWJa9gG5P0zBx9yA&ust=1491924113587282

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjqvrK4uZzTAhXL7IMKHdbeC1sQjRwIBw&url=https://www.pinterest.com/explore/subtraction-strategies/&bvm=bv.152174688,bs.1,d.amc&psig=AFQjCNHA_6vnaWheF3yy8RYNImyhvGjB4Q&ust=1492001614834376

Week 27:

Standard: Review addition (regrouping/composing) and subtraction (no regrouping/decomposing) Students will:

Continue from week 26

Resources:

Telling Tales

Space Probe



Pound Pooches

Addend Addition Counting on Difference Digit Equation Place value Properties of operation Strategy Subtraction Sum Symbol Unknown number Value Whole number

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjR36y7mJrTAhWm8YMKHdeeCjkQjRwIBw&url=http://2bodero.weebly.com/math.html&psig=AFQjCNHABBAzlPHFjGp3-6ZHCxx5sbJSPg&ust=1491924071770018

Week 28:

Standards: 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. 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). Understand the role of 0 in addition and subtraction. 1.CA.6: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). Students will:

Explain the thinking process used to get the answer from mental math

Demonstrate fluency with addition facts within 20

Demonstrate fluency with subtraction facts within 20

Use strategies such as:

1. Counting on

2. Making ten

3. Using the relationship between addition and subtraction

4. Creating equivalent but easier or known sums

Understand the role of 0 in addition

Understand the role of 0 in subtraction

Resources:


Clowning Around With the Facts

Seek and Hide

Tic Tac Ten and Twenty

Rally With Differences


Turn Around Taxi

Add Addition Combination Counting on Difference Equal sign Equation Equivalent False Find mentally Fluent Making ten Strategy Subtract Sum True Value Whole number

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjKn7KMzb3TAhXH1IMKHeupDmwQjRwIBw&url=https://www.pinterest.com/explore/decomposing-numbers/&psig=AFQjCNHxZUk6udUPd7MILPPYSgqamqfgfA&ust=1493140801974593

Weeks 29-32:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess



Standards taught this three weeks Grade Level Correlation 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. 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). Understand the role of 0 in addition and subtraction. 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.M.1: Use direct comparison or a nonstandard unit to compare and order objects according to length, area, capacity, weight, and temperature. 1.DA.1: Organize and interpret data with up to three choices (What is your favorite fruit? apples, bananas, oranges); ask and answer questions about the total number of data points, how many in each choice, and how many more or less in one choice compared to another.

K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.M.1: Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more. K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used.

Week 29:**SUBTRACTION WITH DECOMPOSING**

Standards: 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. 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). Understand the role of 0 in addition and subtraction. Students will:

Solve real-world problems involving subtraction within 20


Understand when to decompose a group of 10

Resources:

Telling Tales

Space Probe

Through the Window

Numbers

Safari Sums and

Differences

Pound Pooches

Decomposing Difference Equation Subtraction Symbol Taking apart Taking from Unknown number Value

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwj1qO7zwJzTAhWC5oMKHd7oAXEQjRwIBw&url=http://edweb.tusd1.org/eryan/math.htm&psig=AFQjCNHcCcn5gMWSrxnTy3ISxrQFQdIflw&ust=1492003578280642

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiD-MmAwZzTAhWk0YMKHQOiD1cQjRwIBw&url=https://www.pinterest.com/sjsitz/free-educational-resources-for-teachers/&psig=AFQjCNHcCcn5gMWSrxnTy3ISxrQFQdIflw&ust=1492003578280642

Week 30:

Standard: 1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). Students will:

Solve real-world problems involving subtraction with 20


Find unknown parts in a subtraction problem

Use strategies to find an unknown number in subtraction such as: 1. Using objects 2. Drawings

Use a symbol to represent an unknown number in subtraction

Resources:

Telling Tales

Space Probe

Through the Window

Numbers

Safari Sums and

Differences


Turn Around Taxi

Difference Equation Model Represent Solve Strategy Subtraction Symbol Taking apart Taking from Unknown number Value

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjX1JzvwZzTAhUf3YMKHYyhDlkQjRwIBw&url=https://www.pinterest.com/explore/addition-anchor-charts/&psig=AFQjCNHCXfFgV2w988mZYevoVF19yUHUAQ&ust=1492003913425665

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjiicX3wZzTAhWH3oMKHZ52AwoQjRwIBw&url=https://www.pinterest.com/pin/556053885220444437/&psig=AFQjCNHCXfFgV2w988mZYevoVF19yUHUAQ&ust=1492003913425665

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjf5uCFwpzTAhVo2IMKHcjYCFUQjRwIBw&url=https://www.pinterest.com/houtster/math-addition/&psig=AFQjCNHCXfFgV2w988mZYevoVF19yUHUAQ&ust=1492003913425665

Week 31:

Standard: 1.M.1: Use direct comparison or a nonstandard unit to compare and order objects according to length, area, capacity, weight, and temperature. Students will:

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

Order objects according to:

1. Length

2. Area

3. Capacity

4. Weight

5. Temperature

Compare objects by using attributes

Use direct comparison or a nonstandard unit to compare

Know a ruler is to measure length

Know a thermometer is used for temperature

Resources:

Measuring Mice

Paper Work

The Queen’s Bed

Turkey and Dressing

Wrap Around Ruler

Two-Colored Meter Tape

Paper Work

Area

Capacity

Compare

End point

Inch

Length

Long

Longer

Longest

Measurement

Nonstandard unit Order

Ruler

Short

Shorter

Shortest

Tall

Taller

Tallest

Temperature

Weight

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjAjeXp4rHMAhWBmIMKHUP7BnoQjRwIBw&url=https://www.eduplace.com/math/mw/background/1/10/te_1_10_overview.html&bvm=bv.120853415,d.amc&psig=AFQjCNFZ4aa5ccuQftk6MWwnFG8RnbnFlw&ust=1461947965994393

Week 32:

Standard: 1.DA.1: Organize and interpret data with up to three choices (What is your favorite fruit? apples, bananas, oranges); ask and answer questions about the total number of data points, how many in each choice, and how many more or less in one choice compared to another. Students will:

Organize data with up to three choices

Interpret data with up to three choices (this will be done in week 6)

Ask questions about total number of data points

Answer questions about total number of data points

Know how many in each choice

Determine how many more or less in one choice compared to another

Sort up to three categories of data (objects such as food, students, etc)

Represent up to three categories of data (objects such as food, students, etc) Example

What is your favorite sport?

Football Mark, Bob, Sam, Dave, Steve (5)

Basketball Hannah, Juan, Meaghan, Tim, Drake (6)

Soccer Heather, Shane, Brandon, (3)

Resources:

Buttons, Buttons, Who Is Wearing

Buttons?

Math With “M&M’s” Candies

An Eyefull of Color

Garden Graphing

Data-Data-Do!

Category Compare Data Data points Graphs Interpret Less More Organize Sort Total

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjE8Yn93LPLAhVinoMKHeQNDcMQjRwIBw&url=https://wiki.ncscpartners.org/index.php/Curriculum_Resource_Guide:_Data_Analysis&bvm=bv.116573086,d.amc&psig=AFQjCNHgkC0vd6HY9MmeWAcr7Moh5fJ9wQ&ust=1457617051908720

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwinzpqEmZrTAhWJ6oMKHfs8AbYQjRwIBw&url=https://www.pinterest.com/firstgradeeee/math/&psig=AFQjCNEPJbJZj4WbxZ3yLVNlMAHiuingvw&ust=1491924211909624

Weeks 33-36:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess



Standards taught this three weeks Grade Level Correlation

1.M.3: Find the value of a collection of pennies, nickels, and dimes. 1.M.2: Tell and write time to the nearest half-hour and relate time to events (before/after, shorter/longer) using analog clocks. Understand how to read hours and minutes using digital clocks. 2.NS.2: Read and write whole numbers up to 1,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 1,000. 2.NS.3: Plot and compare whole numbers up to 1,000 on a number line.

K.M.2: Understand concepts of time, including: morning, afternoon, evening, today, yesterday, tomorrow, day, week, month, and year. Understand that clocks and calendars are tools that measure time. 1.NS.4: Use place value understanding to compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Week 33:

Standard: 1.M.3: Find the value of a collection of pennies, nickels, and dimes. Students will:

Identify/name coins by sight

1. Penny

2. Nickel

3. Dime

4. quarter

Find a total value of a collection of pennies

Find a total value of a collection of nickels

Find a total value of a collection of dimes

Find a total value of a collection of quarters

Example:

If you have two dimes and three pennies, how many cents do you have?

Resources:

Amount

Cents

Collection

Coins

Combinations

Compare

Dimes

Dollar

Nickels

Penny

Quarter

Value

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwj2--6q4bHMAhVkmYMKHf9yCFYQjRwIBw&url=https://www.pinterest.com/pstohrhu/money/&bvm=bv.120853415,d.amc&psig=AFQjCNERFVQXUNYQadZ6eZ9Z29_bA1uCVA&ust=1461947573938840

Week 34:

Standard: Review addition and subtraction with and without regrouping. 1.M.2: Tell and write time to the nearest half-hour and relate time to events (before/after, shorter/longer) using analog clocks. Understand how to read hours and minutes using digital clocks. **Time will be tested this assessment. (from week 19) Students will:

Resources:

Telling Tales

Space Probe



Pound Pooches

Addends Addition Counting on Digit Equal Equal sign Numeral Place value Strategy Subtraction Sum Unknown number Value Whole number

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjTrqrrxJzTAhXDxYMKHdikBMwQjRwIBw&url=https://www.tes.com/lessons/Dzv6HOWxv1kZHg/math&psig=AFQjCNEchoLeDz85uBC2l2lBhk9wCFtixw&ust=1492004700170788

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjwsK2TxZzTAhWN3oMKHbyIDiwQjRwIBw&url=https://www.pinterest.com/pin/287597126185519928/&psig=AFQjCNEchoLeDz85uBC2l2lBhk9wCFtixw&ust=1492004700170788

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiy6Muwzr3TAhVL6oMKHVEFCXEQjRwIBw&url=http://www.teacherfiles.com/clip_art_time_clocks.htm&psig=AFQjCNHIG_IHNRIWTqmhxSdCifO7rktxZA&ust=1493141133165175

Week 35:

Standard: 2.NS.2: Read and write whole numbers up to 1,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 1,000. Students will:

Read whole numbers up to 1,000

Write whole numbers up to 1,000

Use words to represents whole numbers up to 1,000

Use models to represent whole numbers up to 1,000

Use standard form to represent whole numbers up to 1,000

Use expanded form to represent whole numbers up to 1,000

Resources:

Expanded form Models Place value Read Represent Standard form Value Whole number Write

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwid4abjt5zTAhUQ8YMKHaxGB-QQjRwIBw&url=https://www.smore.com/8ujwh-making-sense-of-math-4th-six-weeks&bvm=bv.152174688,bs.1,d.amc&psig=AFQjCNGTNNrFaztIknjVJFSorsRX-MluGQ&ust=1492001158092313

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjcw_-yxJzTAhXo7YMKHfrYD8oQjRwIBw&url=https://www.pinterest.com/missy14332/expanded-form-and-partitioning/&psig=AFQjCNGhmuNoaEoRFO8xK0Cf-4UTaXUv-w&ust=1492004595985764

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiZ7NfOxJzTAhWk7IMKHZ-lCzgQjRwIBw&url=http://www.mathatube.com/writing-num-standard-form.html&psig=AFQjCNGhmuNoaEoRFO8xK0Cf-4UTaXUv-w&ust=1492004595985764

Week 36:

Standard: 2.NS.3: Plot and compare whole numbers up to 1,000 on a number line. Students will:

Plot whole numbers up to 1,000 on a number line

Compare whole numbers up to 1,000 on a number line

Resources:

Compare Equal to Greater than Less than Number line Plot Value Whole numbers

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiLtrTJxZzTAhXL34MKHbOiBjQQjRwIBw&url=https://www.pinterest.com/pstohrhu/number-lines/&psig=AFQjCNE4DgSrkLdRnNuWHqgqRh_iLNaqtQ&ust=1492004885453690

Standards: Students will:

Resources:

Documents

First Grade Curriculum Map...Three red apples and two green apples are on the table. How many apples are on the table? 3 + 2 = ? Five apples are on the table. Three are red and the