Unit 1: Partner and Number Patterns Through 10 · PDF fileUnit 1: Partner and Number Patterns Through 10 Time Frame: ... CC.K-12.MP.1 Make sense of problems and ... Form A pre-test

Math Unit 1 Overview

MATH

Grade 1

Unit 1: Partner and Number Patterns Through 10

Time Frame: 16 Days

Key Vocabulary: plus, plus sign, equal sign, equation, partner, total, circle drawing, break-apart, Math Mountain, add, subtract, pattern, doubles, partner train, switch with pattern difference

Essential Questions:

How is counting an effective strategy for solving addition and subtraction equations?

How do we use properties of addition and subtraction to help solve equations?

How do number patterns help solve equations?

Big Ideas:

Numbers Through 10

Patterns with Partners Through 10

Suggested Mentor Texts:

Dinner at the Panda Palace by Stephanie Calmenson

Technology:

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Common Core State Standards Teaching Points/Lesson Activity Description Assessment

Mathematical Content

CC.1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Visualize and represent numbers 1-10

Add and subtract within 5




Initial Assessment – Form A pre-test

Formative Assessments–

Quick Quiz for Lessons 1,2

Quick Quiz for

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

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

CC.1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.

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

Mathematical Practices

CC.K-12.MP.1 Make sense of problems and persevere in solving them

CC.K-12.MP.2 Reason abstractly and quantitatively

CC.K-12.MP.3 Construct viable arguments and critique the reasoning of others

CC.K-12.MP.4 Model with mathematics

CC.K-12.MP.5 Use appropriate tools

CC.K-12.MP.6 Attend to precision

CC.K-12.MP.7 Look for and make use of structure

CC.K-12.MP.8 Look for and express regularity in repeated reasoning



Use the Common Core Content Standards and Practices in a variety of real-world problem solving situations

Lessons 3,4,5,6,7,8,9

Quick Quiz for Lessons 10,11,12,13

Formative Assessments:

Lesson 1: pg. 6

Lesson 2: pg. 12

Lesson 3: pg. 22

Lesson 4: pg.32

Lesson 5: pg.40

Lesson 6: pg. 48

Lesson 7: pg. 56

Lesson 8: pg. 66

Math Writing Prompts

End of Unit Assessment – Form A assessment

Carnival Performance Task


MATH

Grade 1

Unit 2 : Addition and Subtraction Strategies

Time Frame: 24 Days

Key Vocabulary: add, partners, plus sign, total, circle drawing, equal, equal sign (=), not equal sign, equation, count all, count on, unknown total, minus, minus sign (-), subtract, proof drawing, subtraction story problem, vertical forms


Why do we add and subtract?

How are addition and subtraction related?

How is counting an effective strategy for solving addition and subtraction equations?

Big Ideas:

Represent Addition Situations

Solve Addition Equations

Solve Subtraction Equations

Equation Exploration


Domino Addition by Lynette Long

Technology:

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CC.1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking

Use addition to solve story problems and visualize equality

Use = to write addition equations and determine if an equation is true

Represent and solve addition story problems and determine if



apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.














addition equations are true

Find the total in addition equations

Count on from the greater number to add

Solve addition equations

Solve subtraction problems and equations

Represent and solve subtraction problems, and write subtraction equations

Solve subtraction problems, and write and solve subtraction equations

Write and solve subtraction equations and problems

Relate addition and subtraction and solves vertical forms

Use the Common Core Content Standards and Practices in a variety of real world problem solving situations

Quick Quiz 1 for Lessons 1, 2, 3, 4

Quick Quiz 2 for Lessons 5,6,7,8,9

Quick Quiz 3 for Lessons 10,11,12,13

Quick Quiz 4 for Lesson 14,15,16

Lesson 1: pg.82

Lesson 2: pg. 88

Lesson 3: pg. 94

Lesson 4: pg.100

Lesson 5: pg.106

Lesson 6: pg. 114

Lesson 7: pg. 120

Lesson 8: pg. 126

Lesson 9: pg. 130

Lesson 10: pg. 138

Lesson 11: pg.144

Lesson 12: pg.150

Lesson 13: pg.156

Lesson 14: pg. 166

Lesson 15: pg. 170



Performance Task if created.


MATH

Grade 1

Unit 3 : Unknown Numbers in Addition and Subtraction

Time Frame: 19 days

Key Vocabulary: unknown partner, story problem label, difference story problem


How do we use addition and subtraction to solve problems?


Big Ideas:

Counting On with Addition Situations

Counting On with Subtraction Situations

Mixed Story Problems


More Bugs? Less Bugs? By Don L. Curry and Johanna Kaufman

Math Fables: Lessons that Count by Greg Tang

Technology:

Destination Math

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CC.1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number

Relate partners and totals and find an unknown partner

Solve story problems with unknown partners

Identify and find unknown partners

Solve subtraction story problems

Solve subtraction story problems and equations




to represent the problem

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


CC.1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10











Create and solve subtraction stories

Model and relate addition and subtraction situations

Solve story problems with unknown partners and totals

Solve for unknown partners or totals in story problems and equations


Quick Quiz 2 for Lessons 6,7,8

Quick Quiz 3 for Lessons 9,10,11,12

Lesson 1: pg.190

Lesson 2: pg. 196

Lesson 3: pg. 204

Lesson 4: pg. 210

Lesson 5: pg. 216

Lesson 6: pg. 224

Lesson 7: pg. 230

Lesson 8: pg. 238

Lesson 9: pg. 246

Lesson 10: pg. 252

Lesson 11: pg. 258



Performance Task if created


MATH

Grade 1

Unit 4: Place Value Concepts

Time Frame: 24 days

Key Vocabulary: decade number, tens, ones, digit, teen number, 10-stick, compare, is equal to (=) , is greater than (>), is less than (<), teen total, make a ten, Make a Ten strategy, doubles, doubles plus 1, doubles plus 2, doubles minus 1, doubles minus 2, number word, 10-group, tens digit, ones digit, compare, is greater than (>), is less than (>), is equal to (=)


How does placement of a digit in a number identify the value of a number?

Why do we count?

How are numerals (numbers) used?

How do numbers show more or less?

Big Ideas:

Tens and Teens

Place Value to 100

Addition Strategies


100 Days of School by Trudy Harris

One Guinea Pig is Not Enough by Kate Duke

Technology:

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CC.1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking

Recognize 10 as a group of ten ones and count decade number as groups of ten

Recognize that teen numbers are composed of a ten and extra


Formative

apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.





CC.1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral

CC.1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones

CC.1.NBT.3 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used

CC.1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

ones

Model and compare teen numbers

Represent teen totals as a group of ten and extra ones

Add and solve story problems to find teen totals

Add with doubles

Represent 2-digit numbers as tens and ones

Identify the tens and ones in 2-digit numbers, and read and write numerals and number words

Add a 1-digit number to a 2-digit number

Use tens an ones to add

Identify tens and ones in 2-digit numbers and add with tens and ones

Compare two 2-digit numbers

Distinguish between adding ones and tens, and add 1 or 10 to other numbers

Add ones or tens to decade number

Count on into the next decade and compare 2-digit numbers

Add with tens and ones


Assessments–

Quick Quiz 1 for Lessons 1,2,3,4,5,6


Quick Quiz 3 for Lessons 13,12,14,15,16,17,18

Lesson 1: pg. 278

Lesson 2: pg. 284

Lesson 3: pg. 290

Lesson 4: pg. 298

Lesson 5: pg. 306

Lesson 6: pg. 314

Lesson 7: pg. 320

Lesson 8: pg. 326

Lesson 9: pg. 332

Lesson 10: pg. 340

Lesson 11: pg. 344

Lesson 12: pg. 350

Lesson 13: pg. 356

Lesson 14: pg. 364

Lesson 15: pg. 370

Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten











Lesson 16: pg. 376

Lesson 17: pg. 382




MATH

Grade 1

Unit 5: Place Value Situations

Time Frame:

Key Vocabulary: unknown partners, addend, 10-group



How do number patterns help solve equations?

Big Ideas:

Teen Solution Methods

Find Patterns and Relationships


Tail Feather Fun by Michael Dahl

Chicka Chicka 1,2,3 by Bill Martin Jr. & Michael Sampson

Many Ways to 100 by Besty Franco-Feeney

Technology:

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CC.1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem

Solve teen addition with unknown partners

Solve teen subtraction

Solve and write addition and subtraction problems to find teen totals and unknown partners

Solve teen addition and subtraction problems with various unknowns




Quick Quiz 2 for

CC.1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem


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


CC.1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10


CC.1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral

CC.1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones

CC.1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Create and solve story problems to find unknown partners and teen totals

Solve problems with three addends

Count large quantities of objects by tens and ones

Count and write numbers to 120 and find 10 more and 10 less given a number

Add tens to 2-digit numbers and subtract tens from decade numbers

Add and subtract decade numbers


Lessons 7,8,9,10,11

Lesson 1: pg. 402

Lesson 2: pg. 410

Lesson 3: pg. 418

Lesson 4: pg. 426

Lesson 5: pg. 434

Lesson 6: pg. 442

Lesson 7: pg. 448

Lesson 8: pg. 456

Lesson 9: pg. 464

Lesson 10: pg. 474



Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten


CC.1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used











MATH

Grade 1

Unit 6: Comparisons and Data

Time Frame:

Key Vocabulary: sort, data, compare, more, most, fewer, fewest, compare, category, comparison bars


How do mathematicians organize data and why is it an effective organizational method?

How do numbers show more or less?

Big Ideas:

Represent and Compare Data

Compare Problem Types


The Greatest Graph Contest by Loreen Leedy

Technology:

Destination Math

Mega Math

Soar to Success

Interactive iTools



CC.1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem

CC.1.OA.2 Solve word problems that call for

Organize and represent categorical data

Organize, represent, and interpret categorical data

Organize, represent, and interpret data

Organize, represent, and interpret data with three categories

Solve compare problems

Use the Common Core Content Standards and Practices in a




Quick Quiz 2 for

addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem

CC.1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another









variety of real-world problem solving situations Lessons 7,8,9

Lesson 1: pg. 492

Lesson 2: pg. 500

Lesson 3: pg. 506

Lesson 4: pg. 512

Lesson 5: pg. 518

Lesson 6: pg. 526

Lesson 7: pg. 534

Lesson 8: pg. 540




MATH

Grade 1

Unit 7: Geometry, Measurement, and Equal Shares

Time Frame:

Key Vocabulary: clock, hour, minute, hour hand, minute hand, half-hour, rectangle, square, side, corner, square corner, triangle, circle, halves, fourths, quarters, equal shares, half of, fourth of, quarter of, trapezoid, cube, rectangular prism, cone, cylinder, sphere, face, edge, vertex, compare, order, longer, longest, shorter, shortest


How can I measure lengths indirectly?

How can I order objects by length?

How can I tell what time it is?

What is the difference between defining and non-defining attributes?

Can I compose composite shapes from other composite shapes?

How and why can I partition shapes?

Big Ideas:

Tell and Write Time

Shapes and Equal Shares

Measure and Order by Length


Building with Shapes by Rebecca Weber

Technology:

Destination Math

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Interactive iTools



CC.1.MD.1 Order three objects by length;

Tell and write time in hours Initial Assessment – Form A pre-test

compare the lengths of two objects indirectly by using a third object

CC.1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps

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

CC.1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another

CC.1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes

CC.1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape

CC.1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that

Show, tell, and write time in hours

Tell and write time in hours

Tell and write time in half-hours

Tell and write time in hours and half-hours

Distinguish between defining and non-defining attributes of squares and other rectangles

Distinguish between defining and non-defining attributes of triangles and circles

Partition circles and rectangles into two or four equal shares

Compose 2-dimensional shapes, and compose new shapes from composite shapes

Identify attributes of 3-dimensional shapes, and compose rectangular prisms

Compose 3-dimensional shapes, and compose new shapes from composite shapes

Compare and order objects by length

Measure objects with same size length units





Quick Quiz 3 for Lessons 12,13,14

Lesson 1: pg. 558

Lesson 2: pg. 564

Lesson 3: pg. 570

Lesson 4: pg. 576

Lesson 5: pg. 590

Lesson 6: pg. 598

Lesson 7: pg. 534

Lesson 8: pg. 606

Lesson 9: pg. 616

Lesson 10: pg. 624

Lesson 11: pg. 632

Lesson 12: pg. 638

Lesson 13: pg.644


decomposing into more equal shares creates smaller shares












MATH

Grade 1

Unit 8: Two-Digit Addition

Time Frame:

Key Vocabulary: group, new group below method, new group above method, proof drawing, show all totals method


How can I use what I know about tens and ones to add two-digit numbers?

What strategies do I use to find the sums of two digit numbers?

Big Ideas:

Add 2-Digit Numbers


100 Days of School by Trudy Harris

The Smushy Bus by Leslie Helakowski

Technology:

Destination Math

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CC.1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between

Add 2-digit numbers





Lesson 1: pg. 664

Lesson 2: pg. 672

addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten

CC.1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used










Lesson 3: pg. 678

Lesson 4: pg. 686

Lesson 5: pg. 692



Documents

Unit 1: Partner and Number Patterns Through 10 · PDF fileUnit 1: Partner and Number Patterns Through 10 Time Frame: ... CC.K-12.MP.1 Make sense of problems and ... Form A pre-test