images.pcmac.orgimages.pcmac.org/SiSFiles/Schools/NV/WhitePine/Norma… · Web view1 Use addition and subtraction within 20 to solve word ... The numbers from 11 to 19 are composed

1ts Grade – Singapore 8 DAYS

Learner Goals: Singapore Page CitationsCount objects in a set, read and write numerals to 10. TB-A: Unit 1, 8-13

WB-A: 7-10EP: 5-6

Count and identify 1 more than or 1 less than a number within 10. TB-A: Unit 1, 14-15WB-A: 11-12

EP: 3-4Compare two or more sets of objects up to 10 and identify which set is equal to, more than, or less than the other.Compare two sets of objects up to 10 and determine how many more or less are in one set than the other.Understand number order and know that larger numbers describe sets with more objects in them than smaller numbers.

TB-A: Unit 1, 16-17WB-A: 13-14

Number and Operations in Base Ten 1.NBTExtend the counting sequence.

none

Vocabularyhow many count number numeralnumber-word match compare same numbermore less order

Grade 2 Learner Goals: Use place-value models to represent numbers to 1000. Read, write in words, standard, and expanded notation, identify place

values of digits, and compare and order numbers within 1000.

NUMBERS 0 TO 10

Suggested LiteratureMath All Around Reader: Numbers on the Street

Grade K Learner Goals: Count objects in a set, read and write numerals to 10. Count and identify 1 more than or 1 less than a number within 10. Compare two or more sets of objects up to 10 and identify which set

MATERIALS Countable items such as counters, cubes, and pencils Number cards Picture cards Appendix pages

o 1.1ao 1.1b-1o 1.1b-2o 1.1co 1.1c-1o 1.1c-2o 1.r

Number-word cards

1st Grade – Singapore 8 DAYS


values of digits, and compare and order numbers within 1000.

Teacher Notes


NUMBER BONDS

Learner Goals: Singapore Page CitationsUnderstand number bonds and part-whole concept. TB-A: Unit 2, 18-25

WB-A: 15-24EP: 9-12

Understand the meaning of addition (missing whole, putting together, counting on, and simple addition stories).Understand the meaning of subtraction (missing part, taking away, counting back, and simple subtraction stories).

TB-A: Unit 2, 24-25WB-A: 20-24

Operations and Algebraic Thinking 1.OAUnderstand and apply properties of operations and the relationship between addition and subtraction.4. Understand the meaning of subtraction (missing part, taking away, counting back, and simple subtraction stories).Number and Operations in Base Ten 1.NBTExtend the counting sequence.2a. 10 can be thought of as a bundle of ten ones — called a “ten.”

Vocabularynumber story whole part number bondpart-whole model

Grade 2 Learner Goals: Understand the meaning of addition (missing whole, putting together,

counting on, and simple addition stories). Understand the meaning of subtraction (missing part, taking away,

Suggested Literature

Grade K Learner Goals: Understand number bonds and part-whole concept Understand the meaning of addition (missing whole, putting

together, counting on, and simple addition stories).

MATERIALS Picture cards Appendix pages

o 1.1co 1.1d-1o 1.1d-2o 2.1ao 2.1b-1o 2.1b-2o 2.r

Counters Buttons Number cards

1st Grade – Singapore CH 1-4 DAYS, Ch 2-6 DAYS, Ch 3-4 DAYS

Learner Goals: Singapore Page Citations


counting on, and simple addition stories). Understand the meaning of subtraction (missing part, taking away,

Grade K Learner Goals: Understand number bonds and part-whole concept Understand the meaning of addition (missing whole, putting

together, counting on, and simple addition stories).

ADDITION

Understand number bonds and part-whole concept. TB-A: Unit 3, Ch 2, 32-34WB-A: 31-37

EP: 17-18Learn addition and subtraction facts within 20. (within 10 in this unit)Understand the meaning of addition (missing whole, putting together, counting on, and simple addition stories).

TB-A: Unit 3, Ch 1, 26-31, Ch 3, 35-37WB-A: 25-30, 38-41

EP: 15-16EP: 19-22EP: 23-24EP: 25-26

Make addition/subtraction stories from problem situations.Write equations and solve simple addition/subtraction stories.Solve problems involving numeric equations or inequalities.Use boxes and other symbols to stand for unknown numbers in expressions and equations.

Operations and Algebraic Thinking 1.OARepresent and solve problems involving addition and subtraction.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.

Vocabularynumber story number bonds putting togetherwhole part number sentenceplus equal(s) (=) addresult in all additionaddition sentence addition facts altogethercount on 1 more 2 more3 more addend composesum

Teacher Notes

Suggested LiteratureAdding Alligators by Betsy FrancoCats Add Up by Diane OchiltreeTen Bears in My Bed by Stan MackElevator Magic by Stuart J. MurphyMath All Around Reader: Addition in the Forest

Grade K Learner Goals: Understand number bonds and part-whole concept. Understand the meaning of addition (missing whole, putting

together, counting on, and simple addition stories). Use concrete objects to determine the answer to addition and

subtraction problems for two numbers within 10.

Materials Appendix pages

o 2.1ao 3.1a 3.1b 3.1co 3.2a 3.2b-1 3.2b-2o 3.3a-1 3.3a-2o 3.3b-1 3.3b-2o 3.3c-1 3.3c-2 3.3c-3 3.3c-4o 3.3do 3.r

Number cards Sign cards Number Cube 2 number cubes Different colored chips or counters

1t Grade – Singapore CH 1-6 DAYS, Ch 2-9 DAYS



Grade 2 Learner Goals: Understand the meaning of addition (missing whole, putting

together, counting on, and simple addition stories). Use inverse relationship between addition and subtraction. Write equations and solve one-step word problems involving

addition/subtraction. Solve problems involving numeric equations or inequalities. Use boxes and other symbols to stand for unknown numbers

in expressions and equations. Select appropriate operational symbol to make an expression

true.




SUBTRACTION

Understand the meaning of subtraction (missing part, taking away, counting back, and simple subtraction stories).

TB-A: Unit 4, Ch 2, 47-55WB-A: 49-55

EP: 35-36EP: 37-40EP: 41-42Learn addition and subtraction facts within 20.

Make addition/subtraction stories from problem situations. TB-A: Unit 4, Ch 1, 41-46WB-A: 42-45, 46-48

EP: 29-30EP: 31-34Write equations and solve simple addition/subtraction stories.

Solve problems involving numeric equations or inequalities. throughoutUse boxes and other symbols to stand for unknown numbers in expressions and equations.Select appropriate operational symbol to make an expression true.


Vocabularynumber story number bonds putting togetherwhole part number sentencemissing part subtract subtractionminus equal(s) (=) taking awaynumber facts subtraction facts count backdecompose difference missing addend

Teacher Notes

Suggested LiteratureAdding Alligators by Betsy FrancoCats Add Up by Diane OchiltreeTen Bears in My Bed by Stan MackElevator Magic by Stuart J. MurphyMath All Around Reader: Subtraction at School

Grade K Learner Goals: Understand the meaning of subtraction (missing part, taking

away, counting back, and simple subtraction stories). Use concrete objects to determine the answer to addition and

subtraction problems for two numbers within 10. Solve problems involving numeric equations or inequalities.


o 1.1co 2.1ao 2.1b-1 2.1b-2o 3.1a 3.1bo 3.2a 3.2bo 3.2b-1 3.2b-2o 3.3a-1 3.3a-2o 3.3b-1 3.3b-2o 3.3c-1 3.3c-2 3.3c-3 3.3c-4o 4.1ao 4.2a-1 4.2a-2o 4.2b-1 4.2b-2 4.2b-3 4.2b-4

Counters Number cards Sign cards Number cube

1st Grade – Singapore CH 1-1 DAY, Ch 2-3 DAYS



Grade 2 Learner Goals: Understand the meaning of subtraction (missing part, taking

away, counting back, and simple subtraction stories). Use inverse relationship between addition and subtraction. Add/Subtract numbers within 1000. Write equations and solve one-step word problems involving



true.

Grade K Learner Goals: Understand the meaning of subtraction (missing part, taking


subtraction problems for two numbers within 10. Solve problems involving numeric equations or inequalities.

POSITION

Give and follow directions about location. TB-A: Unit 5, Ch 1, 56-59WB-A: 68-70

EP: 47-48

Arrange and describe objects in space by proximity, position, and direction. TB-A: Unit 5, Ch 2, 60-61WB-A: 71-88

EP: 49-50

Understand and use ordinal numbers to describe position.


Learner Goals: Singapore Page CitationsCount, read, and write whole numbers to 20. TB-A: Unit 6, 62-67

No NVACS Standards

Vocabularyposition ordinal direction relative tofirst (1st) second (2nd) third (3rd) fourth (4th)fifth (5th) sixth (6th) seventh (7th) eighth (8th)ninth (9th) tenth (10th) sequence locationabove next to up to the left ofnear down far to the right ofbehind under in front of queue

Grade 2 Learner Goals: none

Teacher Notes

Suggested Literature

Grade K Learner Goals: none


o 5.2a-1 5.2a-2o 5.2b-1 5.2b-2 5.2b-3o 5.2c-1 5.2c-2

NUMBERS TO 20Ch 1 – Counting and Comparing

WB-A: 89-97Compare numbers within 20. TB-A: Unit 6, 68-69

WB-A: 98-100EP: 55-58

Understand number order and know that larger numbers describe sets with more objects in them than smaller numbers.

Operations and Algebraic Thinking 1.OAUnderstand and apply properties of operations and the relationship between addition and subtraction.4. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.Work with addition and subtraction equations.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Number and Operations in Base Ten 1.NBTExtend the counting sequence.2a. 10 can be thought of as a bundle of ten ones — called a “ten.”2b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 2c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

Vocabularyunknown number count on make 10 number-wordmissing unknown addend number symbolnumeral count back after beforemissing number increasing order decreasing ordermatch greater than smaller thangreatest smallest


values of digits, and compare and order numbers within 1000. Describe and extend regular number patterns within 1000. Compare numbers within 1000 and use the symbols <, +, >.

Suggested LiteratureWake Up City by Alvin TresseltMike’s Kite by Elizabeth MacDonaldA Fair Bear Share by Stuart J. MurphyOne Hundred Hungry Ants by Elinor PinczesShark Swimathon by Stuart J. MurphyMat All Around Reader: Numbers on the Street


is equal to, more than, or less than the other. Understand number order and know that larger numbers describe

sets with more objects in them than smaller numbers.

Materials Countable items such as counters, cubes, and pencils Number cards Appendix pages

o 1.1co 2.1ao 4.1a



NUMBERS TO 20Ch 2 – Addition and Subtraction

Use the commutative and associative properties to perform mental calculations and check results.

TB-A: Unit 6, 70-75WB-A: 101-121

EP: 59-60EP: 61-61EP 63-64Add 1-digit numbers involving renaming (e.g. 7 + 5) by making a ten.

Subtract 1-digit numbers involving renaming (e.g. 14 – 8) by subtracting from a ten.Add/Subtract numbers within 20.Use inverse relationship between addition and subtraction.Learn addition and subtraction facts within 20. TB-A: Unit 6, 76-78

WB-A: 122-131EP: 65-68

Operations and Algebraic Thinking 1.OARepresent and solve problems involving addition and subtraction.1. Use addition and subtraction within 20 to solve word problems involving

Vocabularymake 10 add altogether count allsubtract count on count back addendsdecompose addition difference equal(s) (=)subtraction equation sum unknown numbercompose ones tens place valueAssociative property of addition Commutative property of additiondigit symbol numeral

Grade 2 Learner Goals: Use the commutative and associative properties to perform

mental calculations and check results. Add/Subtract numbers within 100. Add/Subtract 1's, 10's, or 100's to numbers within 1000. Subtract from 100. Add/Subtract a number close to 100 (e.g. 98). Use inverse relationship between addition and subtraction.

Suggested LiteratureAdding Alligators by Betsy FrancoCats Add Up by Diane OchiltreeTen Bears in My Bed by Stan MackElevator Magic by Stuart J. MurphyWake Up City by Alvin TresseltMike’s Kite by Elizabeth MacDonaldA Fair Bear Share by Stuart J. MurphyOne Hundred Hungry Ants by Elinor PinczesShark Swimathon by Stuart J. MurphyMath All Around Reader: Numbers on the Street

Grade K Learner Goals: Use concrete objects to determine the answer to addition and subtraction

problems for two numbers within 10. Recognize when an estimate is reasonable.

Materials Countable items such as counters, cubes, and pencils Number cards Appendix pages

o 1.1co 2.1ao 3.1ao 6.2a-1 6.2a-2 6.2a-3 6.2a-4

6.2a-5o 6.2b-1 6.2b-2 6.2b-3 6.2b-4

6.2b-5o 6.r



Operations and Algebraic Thinking 1.OARepresent and solve problems involving addition and subtraction.1. Use addition and subtraction within 20 to solve word problems involving

Grade 2 Learner Goals: Use the commutative and associative properties to perform

mental calculations and check results. Add/Subtract numbers within 100. Add/Subtract 1's, 10's, or 100's to numbers within 1000. Subtract from 100. Add/Subtract a number close to 100 (e.g. 98). Use inverse relationship between addition and subtraction.

SHAPES

Identify, describe, and categorize common 2-dimensional shapes, including the faces of 3-dimensional objects.

TB-A: Unit 7, 79-86WB-A: 132-146

EP: 73-76

Identify common 2-dimensional shapes within compound shapes, combine shapes to form common shapes.

TB-A: Unit 7, 89-90WB-A: 149

EP: 77-78

Sort objects and data by common attributes. throughoutDescribe and extend repeating patterns involving color and shapes. TB-A: Unit 7, 87-88

WB-A: 147-148

Vocabularyface shape circle trianglerectangle square color sizegroup pattern attribute sidecone non-defining attribute cubethree-dimensional shape two-dimensional shapetrapezoid cylinder defining attributerectangular prism vertex

Grade 2 Learner Goals: Identify, describe, and categorize common 2-dimensional

shapes, including the faces of 3-dimensional objects. Identify common 2-dimensional shapes within compound

shapes, combine shapes to form common shapes. Describe and extend repeating patterns involving color and

shapes. Describe and extend repeating patterns involving combination

Suggested LiteratureThe Wing on a Flea by Ed EmberleyGive Me a Half! by Stuart J. MurphyCaptain Invincible and the Space Shapes by Stuart J. MurphyMath All Around Readers: Patterns in Nature, Sorting at the Ocean, Shapes in Transportation

Grade K Learner Goals: Identify, describe, and categorize common 2-dimensional and 3-

dimensional objects. Identify, describe, and categorize common 2-dimensional shapes, including

the faces of 3-dimensional objects. Describe and classify common 3-dimensional shapes according to number

and shape of faces, edges, and vertices. Describe and extend repeating patterns involving objects, colors, or shapes.

Materials Solid blocks (cubes, cuboid, cone, sphere, cylinder, prism) or photos of such

objects Colored shape cutouts (circle, triangle, rectangle and square) Appendix pages

o 7.1a-1 7.1a-2

1st Grade – Singapore CH 1-1 DAY, Ch 2-1 DAY

Learner Goals: Singapore Page CitationsCompare and measure length and weight by making direct comparisons with reference objects.

TB-A: Unit 8, Ch 1, 91-94WB-A: 150-153

EP: 81-82

Grade 2 Learner Goals: Identify, describe, and categorize common 2-dimensional

shapes, including the faces of 3-dimensional objects. Identify common 2-dimensional shapes within compound

shapes, combine shapes to form common shapes. Describe and extend repeating patterns involving color and

shapes. Describe and extend repeating patterns involving combination

Grade K Learner Goals: Identify, describe, and categorize common 2-dimensional and 3-

dimensional objects. Identify, describe, and categorize common 2-dimensional shapes, including

the faces of 3-dimensional objects. Describe and classify common 3-dimensional shapes according to number

and shape of faces, edges, and vertices. Describe and extend repeating patterns involving objects, colors, or shapes.

LENGTH

Compare and measure length, and weight using nonstandard units. TB-A: Unit 8, Ch 2, 95-96WB-A: 154-156

EP: 83-84


Learner Goals: Singapore Page CitationsCompare and measure length and weight by making direct comparisons with reference objects.

TB-A: Unit 9, Ch 1, 97-99WB-A: 157-158

EP: 87-88

Measurement and Data 1.MDMeasure lengths indirectly and by iterating length units.1. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Vocabularylength height compare as long asas short as long longer longesttall taller tallest highhigher highest short shortershortest measure units

Grade 2 Learner Goals: Compare and measure length, and weight using nonstandard

units. Measure and estimate length of objects in meters and

centimeters, yards, feet, and inches. Compare measurements made using different units.

Teacher Notes

Suggested LiteratureInch by Inch by Leo LeonniThe Foot Book by Dr. SuessMath All Around Reader: Measuring at Home

Grade K Learner Goals: Compare and measure length and weight by making direct comparisons

with reference objects. Compare and measure length, and weight using nonstandard units.

Materials Paper strips Strings of beads Paper clips Matches Ice-cream sticks

WEIGHT

Compare and measure length, and weight using nonstandard units. TB-A: Unit 9, Ch 2, 100-101WB-A: 159-172

EP: 89-90


Learner Goals: Singapore Page CitationsCompare and measure capacity by making direct comparisons with reference objects.

TB-A: Unit 10, Ch 1, 102-105WB-A: 163-165

EP: 93-94

Measurement and Data 1.MD See Kinder

Vocabularycompare weight heavy heavierheaviest light lighter lightestas heavy as as light as measure units

Grade 2 Learner Goals: Compare and measure length, and weight using nonstandard

units. Compare measurements made using different units. Measure and estimate weight in kilograms, grams, pounds,

and ounces.

Teacher Notes

Suggested LiteratureMath All Around Reader: Measuring at Home

Grade K Learner Goals: Compare and measure length and weight by making direct comparisons

with reference objects. Compare and measure length, and weight using nonstandard units.

Materials Balance Two identical plastic bottles (one filled with sand) Small objects (toys, clothes-pins, marbles, books) Clay Lighter objects (paper clips, marbles, clothes-pins, etc.) Heavier objects (scissors, pencil box, book, etc.)

CAPACITY

Compare and measure capacity using nonstandard units. TB-A: Unit 10, Ch 2, 106-107WB-A: 166-176

EP: 95-96

1st Grade – Singapore CH 1-2 DAYS, Ch 2-1 DAY

Learner Goals: Singapore Page CitationsCompare numbers within 20. TB-B: Unit 11, Ch 1, 8-9, 10-11

WB-B: 7-8, 9-10EP: 99-100EP: 101-102

Measurement and Data 1.MD none

Vocabularycompare capacity least mostmeasure units

Grade 2 Learner Goals: Compare and measure capacity using nonstandard units. Compare measurements made using different units. Measure and estimate capacity in liters, cups, pints, quarts,

half-gallon, and gallon.

Teacher Notes

Suggested LiteratureMath All Around Reader: Measuring at Home

Grade K Learner Goals: Compare and measure capacity by making direct comparisons with

reference objects. Compare and measure capacity using nonstandard units.

Materials Large plastic bottle (1 liter) Small plastic bottle (500 ml) Funnel Jar of water (sufficient to fill the large container) Small transparent cups Large transparent plastic bottle Marker pen

COMPARING NUMBERS

Compare numbers by using subtraction to find the difference. TB-B: Unit 11, Ch 2, 12-15WB-B: 11-18

EP: 103-104


Learner Goals: Singapore Page CitationsRepresent and compare data using picture graphs. TB-B: Unit 12, 16-18 EP: 109-110

Operations and Algebraic Thinking 1.OA Represent and solve problems involving addition and subtraction. 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.

Vocabularycompare more than less than fewer thangreater as many as similar 1 more than1 less than match one to one subtraction

Grade 2 Learner Goals: Compare numbers by using subtraction to find the difference.

Teacher Notes

Suggested LiteratureGrade K Learner Goals:

Compare two or more sets of objects up to 10 and identify which set is equal to, more than, or less than the other.

Count and identify 1 more than or 1 less than a number within 30. Understand number order and know that larger numbers describe sets with

more objects in them than smaller numbers.

Materials Number cards Plastic eggs and an egg tray with 10 cups Appendix pages

o 11.1ao 11.1b-1 11.1b-2o 11.1co 11.2a 11.2bo 11.r

GRAPHS

WB-B: 19-25Represent and compare data bar graphs.

Represent and compare data using tally charts. TB-B: Unit 11, 19-21WB-B: 26-29

EP: 111-114


Measurement and Data 1.MDRepresent and interpret data. 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.

Vocabularycompare represent picture graph bar graphmore than fewer than less than mostleast tally tally chart

Grade 2 Learner Goals: Represent and compare data using picture graphs. Represent and compare data bar graphs. Represent and compare data using tally charts.

Teacher Notes

Suggested LiteratureMath All Around Reader: Graphing in the Desert

Grade K Learner Goals: Identify, sort, and classify objects by common attributes (e.g. appearance,

size, shape, color, pattern, function). Identify objects that do not belong to a particular group. Collect, organize, and represent data using objects, pictures, picture graphs,

and bar graphs (within 10).

Materials Color discs or counters Big sheets of paper Appendix pages

o 12.1ao 12.1b-1 12.1b-2o 12.r

NUMBERS TO 40Ch 1 – Counting

Learner Goals: Singapore Page CitationsUse place-value models to represent numbers to 100. TB-B: Unit 13, 22-29

WB-B: 30- 39EP: 123-124EP: 125-126Read, write in words, standard, and expanded notation, and identify place

values of digits for numbers within 100.Understand number order and know that larger numbers describe sets with more objects in them than smaller numbers.

Number and Operations in Base Ten 1.NBTExtend the counting sequence.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. 2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:2c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

VocabularyNumber word number symbol countNumeral more than less thanmake 10 count on beforeafter between decreasing orderincreasing order greatest smallest



Suggested LiteratureWake Up City by Alvin TresseltMike’s Kite by Elizabeth MacDonaldA Fair Bear Share by Stuart J. MurphyOne Hundred Hungry Ants by Elinor PinczesShark Swimathon by Stuart J. MurphyMath All Around Reader: Numbers on the Street



sets with more objects in them than smaller numbers. Use place-value models to represent numbers to 100.

Materials Counters Number cards Number word cards Appendix pages

o 12.1ao 13.1a-1 13.1a-2 13.1a-3






NUMBERS TO 40Ch 2 – Tens and Ones

Use place-value models to represent numbers to 100. TB-B: Unit 13, 30-33WB-B: 40-41Understand number order and know that larger numbers describe sets with

more objects in them than smaller numbers.Count and identify 1 more than or 1 less than a number within 30. TB-B: Unit 13, 34-35

WB-B: 42-44EP: 127-128

Count and identify 1 more than, 1 less than, 10 more than, 10 less than a number within 100.

Number and Operations in Base Ten 1.NBTExtend the counting sequence.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:2c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Use place value understanding and properties of operations to add and subtract.4. Add within 100. Including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Vocabularytens ones 1 more 1 less10 more 10 less place value digitNumeral number




Grade K Learner Goals: Count and identify 1 more than or 1 less than a number within 10. Compare two or more sets of objects up to 10 and identify which set



Materials Rectangle cutouts Drinking straws Rubber bands Number cards


Learner Goals: Singapore Page CitationsAdd/Subtract numbers within 100. TB-B: Unit 13, 36-43

WB-B: 45-62Write equations and solve one-step word problems involving addition/subtraction.Write equations and solve simple addition/subtraction stories.

Grade K Learner Goals: Count and identify 1 more than or 1 less than a number within 10. Compare two or more sets of objects up to 10 and identify which set



NUMBERS TO 40Ch 3 – Addition and Subtraction

Solve problems involving numeric equations or inequalities.Use the commutative and associative properties to perform mental calculations and check results.

TB-B: Unit 13, 38,40-43WB-B: 51-62

EP:129-132EP: 133-136

Mentally add/Subtract numbers within 100.

Number and Operations in Base Ten 1.NBTUse place value understanding and properties of operations to add and subtract.4. 4. Add within 100. Including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Vocabularyadd difference ones tenssymbol addends digit place valueaddition multiples of ten equal(s) (=) numbersubtract numeral subtraction sumcount on count back

Teacher Notes

Suggested LiteratureWake Up City by Alvin TresseltMike’s Kite by Elizabeth MacDonaldOne Hundred Hungry Ants by Elinor PinczesA Fair Bear Share by Stuart J. MurphyShark Swinathon by Stuart J. MurphyMath All Around Reader: Numbers on the Street


together, counting on, and simple addition stories). Understand the meaning of subtraction (missing part, taking


subtraction problems for two numbers within 10. Solve problems involving numeric equations or inequalities. Use boxes and other symbols to stand for unknown numbers

in expressions and equations.


o 12.1b-1o 13.3a

Number cards Buttons Box Number Cube Rectangle cutouts

1st Grade – Singapore Ch 4 - 1 DAY, Ch 5 – 1 DAY

Learner Goals: Singapore Page CitationsFind the sum of three 1-digit numbers. TB-B: Unit 13, 44-45

WB-B: 63-65EP: 137-138

Write equations and solve one-step word problems involving addition/subtraction.

Number and Operations in Base Ten 1.NBTUse place value understanding and properties of operations to add and subtract.4. 4. Add within 100. Including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.


together, counting on, and simple addition stories). Use inverse relationship between addition and subtraction. Write equations and solve one-step word problems involving



true. Mentally add/Subtract numbers within 100. Use the commutative and associative properties to perform

mental calculations and check results. Add/Subtract numbers within 1000.


together, counting on, and simple addition stories). Understand the meaning of subtraction (missing part, taking


subtraction problems for two numbers within 10. Solve problems involving numeric equations or inequalities. Use boxes and other symbols to stand for unknown numbers

in expressions and equations.

NUMBERS TO 40Ch 4– Adding 3 1-Digit Numbers

Ch 5- Counting by 2’s

Write equations and solve simple addition/subtraction stories.Describe and extend regular number patterns within 100, including counting by 2's and 20's.

TB-B: Unit 13, 46-47WB-B: 66-73

EP:139-140

Operations and Algebraic Thinking 1.OARepresent and solve problems involving addition and subtraction.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. Understand and apply properties of operations and the relationship between addition and subtraction.3. Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)Add and subtract within 20.

Vocabularyadd ones tens symboladdends digit place value sumaddition equal(s) (=) number numeralcount on count back altogether addition storytwos


together, counting on, and simple addition stories). Write equations and solve one-step word problems involving

addition/subtraction. Solve problems involving numeric equations or inequalities.

Teacher Notes

Suggested LiteratureMath All Around Reader: Numbers on the Street

Grade K Learner Goals: Understand the meaning of addition (missing whole, putting




o 13.3ao 13.r

Number cards Counters

1st Grade – Singapore CH 1 - 2 DAYS, Ch 2 - 2 DAYS, Ch 3 - 3 DAYS

Learner Goals: Singapore Page CitationsUse repeated addition and arrays to solve multiplication problems within 40. TB-B: Unit 14, Ch 1, 48-51, Ch 3, 56-59

WB-B: 74-79, 83-100EP: 143-144EP: 147-148Recognize and extend regular linear patterns.

Solve simple multiplication/division problems using objects and pictures. TB-B: Unit 14, Ch 2, 52-55WB-B: 80-82

EP: 145-146

Operations and Algebraic Thinking 1.OARepresent and solve problems involving addition and subtraction.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. Understand and apply properties of operations and the relationship between addition and subtraction.3. Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)Add and subtract within 20.


together, counting on, and simple addition stories). Write equations and solve one-step word problems involving

addition/subtraction. Solve problems involving numeric equations or inequalities.

MULTIPLICATION


Learner Goals: Singapore Page CitationsUse sharing and grouping to divide. TB-B: Unit 15, 60-65

WB-B: 101-108EP: 151-152

Solve simple multiplication/division problems using objects and pictures.

Operations and Algebraic Thinking 1.OA

See grade 2

Grade 2 Learner Goals: Use repeated addition and arrays to solve multiplication

problems within 40. Recognize and extend regular linear patterns. Learn multiplication/division facts for 2's and 3's. Multiply/divide by 4's, 5's, and 10's. Learn multiplication/division facts for 4's, 5's, and 10's. Write equations and solve one-step word problems involving

multiplication/division.

Teacher Notes

Suggested LiteratureMath All Around Reader: Multiplication on the Farm


DIVISION



Learner Goals: Singapore Page CitationsRecognize and name halves and fourths. TB-B: Unit 16, 66-67

WB-B: 109-114EP: 155-156

Operations and Algebraic Thinking 1.OA

none

Vocabularyshare equally equal group divide

Grade 2 Learner Goals: Use sharing and grouping to divide. Relate division to multiplication. Multiply/divide by 2's and 3's. Learn multiplication/division facts for 2's and 3's. Multiply/divide by 4's, 5's, and 10's. Learn multiplication/division facts for 4's, 5's, and 10's. Use repeated subtraction to divide and find the remainder. Write equations and solve one-step word problems involving

multiplication/division.

Teacher Notes

Suggested LiteratureMath All Around Reader: Division with Toys



Vocabularyhalf halves fold equal partsone out of two fourth fourths

HALVES AND FOURTHS


o 16.1a-1 16.1a-2 16.1a-3 16.1a-4 16.1a-

1st Grade – Singapore Ch 1 – 2 DAYS, Ch 2 – 2 DAYS

Learner Goals: Singapore Page CitationsRelate time to events. TB-B: Unit 17, Ch 1, 68-72

WB-B: 115-122EP: 159-162

Tell time to the half-hour (analog clock face).Estimate time relative to the hour and half past the hour. TB-B: Unit 17, Ch 2, 73-75

WB-B: 123-129EP: 163-164

Geometry 1.GReason with shapes and their attributes.3. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

Vocabularyhalf halves fold equal partsone out of two fourth fourths

Grade 2 Learner Goals: Recognize and name halves and fourths. Recognize, write, name, and illustrate fractions of a whole

(denominators 1-12). Find the fraction with the same denominator to make a whole

with another fraction. Compare and order unit fractions. Recognize and name the fraction of a set. Find the value given the fraction of a set, using objects or

drawings.

Teacher Notes

Suggested LiteratureGive Me Half! by Stuart J. MurphyMath All Around Reader: Holiday Fractions



o 16.1a-1 16.1a-2 16.1a-3 16.1a-4 16.1a-

TIME

1st Grade – Singapore Ch 1 – 3 DAYS, Ch 2 - 1 DAY

Learner Goals: Singapore Page CitationsUse place-value models to represent numbers to 100. TB-B: Unit 18, Ch 1, 76-82

WB-B: 76-140EP: 175-178

Read, write in words, standard, and expanded notation, and identify place values of digits for numbers within 100.Understand number order and know that larger numbers describe sets with

Measurement and Data 1.MDTell and write time.3. Tell and write time in hours and half-hours using analog and digital clocks.

Grade 2 Learner Goals: Tell time to the nearest 5-minute mark (analog clock face). Estimate reasonable time intervals. Find the duration of time intervals. Find starting or ending times, given a time and the interval. Know relationships of time (years, months, days, weeks, hours, and

seconds).

Teacher Notes

Suggested LiteratureIt’s About Time by Stuart J. MurphyThis Book is About Time by Marilyn BurnsMath All Around Reader: Measuring at Home

Grade K Learner Goals: Understand sequence of events. Demonstrate an understanding of the concept of time (morning, afternoon,

evening, today, yesterday, tomorrow, week, and year). Name the days of the week. Understand the calendar as a tool for measuring time. Tell time to the hour (analog clock face). Relate time to events.

NUMBERS TO 100Ch 1 – Tens and Ones, Ch 2 - Estimation

more objects in them than smaller numbers.Describe and extend regular number patterns within 100, including counting by 2's and 20's.Count by 10’s within 100.Make reasonable estimates when comparing numbers and sets of objects within 100.

TB-B: Unit 18, Ch 2, 83-84WB-B: 141

EP: 179-180

1st Grade – Singapore Ch 3 – 4 DAYS, Ch 4 - 1 DAY

Learner Goals: Singapore Page CitationsUnderstand number order and know that larger numbers describe sets with more objects in them than smaller numbers.

TB-B: Unit 18, Ch 3, 85-88WB-B: 142-149

EP: 181-182

Describe and extend regular number patterns within 100, including counting by 2's and 20's.Count and identify 1 more than, 1 less than, 10 more than, 10 less than a TB-B: Unit 18, Ch 3, 88

Number and Operations in Base Ten 1.NBTExtend the counting sequence.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. 2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:2c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).


NUMBERS TO 100Ch 3 – Order of Numbers, Ch 4 – Comparing Numbers

number within 100. WB-B: 144-146Compare numbers within 100 and use the symbols <, +, >. TB-B: Unit 18, Ch 4, 89-90

WB-B: 150-152EP: 183-184

Select appropriate operational symbol to make an expression true.

Number and Operations in Base Ten 1.NBTExtend the counting sequence.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. 2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

Vocabularyones tens 1 more than 1 less than10 more than 10 less than count on count backbetween greater greatest smallersmallest greater than less than comparenumeral digit number

Grade 2 Learner Goals: Read, write in words, standard, and expanded notation, identify

place values of digits, and compare and order numbers within 1000.

Compare numbers within 1000 and use the symbols <, +, >.

Teacher Notes


Grade K Learner Goals: Count and identify 1 more than or 1 less than a number within 10. Compare two or more sets of objects up to 10 and identify which set is

equal to, more than, or less than the other. Understand number order and know that larger numbers describe sets

with more objects in them than smaller numbers.

Materials Base-10 blocks and rectangle cutouts Two number cubes Appendix pages

o 13.1a-1 13.1a-2 13.1a-3o 18.3a



WB-B: 153-166EP: 185-188

Write equations and solve one-step word problems involving addition/subtraction.Write equations and solve simple addition/subtraction stories.Solve problems involving numeric equations or inequalities.

Number and Operations in Base Ten 1.NBTExtend the counting sequence.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. 2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

Teacher Notes

NUMBERS TO 100Ch 5 – Addition Within 100

Use the commutative and associative properties to perform mental calculations and check results.Mentally add/Subtract numbers within 100.

Number and Operations in Base Ten 1.NBTUse place value understanding and properties of operations to add and subtract.4. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Vocabularyadd count on ones tensaddends digit place value additionequal (s) (=) number numeral


counting on, and simple addition stories). Write equations and solve one-step word problems involving

addition/subtraction. Solve problems involving numeric equations or inequalities. Use boxes and other symbols to stand for unknown numbers in

expressions and equations. Select appropriate operational symbol to make an expression true. Mentally add/Subtract numbers within 100. Use the commutative and associative properties to perform mental

calculations and check results. Add/Subtract numbers within 1000.




subtraction problems for two numbers within 10. Solve problems involving numeric equations or inequalities. Use boxes and other symbols to stand for unknown numbers in

expressions and equations.

Materials Base-10 blocks and rectangle cutouts Number cards Sign cards



WB-B: 167-185EP: 189-192

Write equations and solve one-step word problems involving addition/subtraction.Write equations and solve simple addition/subtraction stories.Solve problems involving numeric equations or inequalities.Use the commutative and associative properties to perform mental calculations and check results.Mentally add/Subtract numbers within 100.


counting on, and simple addition stories). Write equations and solve one-step word problems involving




NUMBERS TO 100Ch 6 – Subtraction Within 100

Number and Operations in Base Ten 1.NBTUse place value understanding and properties of operations to add and subtract.4. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Vocabularysubtract count back ones tensdifference digit place value equal(s) (=)number subtraction numeral


counting on, and simple addition stories). Use inverse relationship between addition and subtraction. Write equations and solve one-step word problems involving






together, counting on, and simple addition stories). Understand the meaning of subtraction (missing part, taking away,

counting back, and simple subtraction stories). Use concrete objects to determine the answer to addition and

subtraction problems for two numbers within 10. Solve problems involving numeric equations or inequalities. Use boxes and other symbols to stand for unknown numbers in

expressions and equations.

Materials Base-10 blocks and rectangle cutouts Number cards Sign cards Appendix pages

o 18.6ao 18.r

1st Grade – Singapore Ch 1 – 3 DAYS, Ch 2 – 1 DAY

Learner Goals: Singapore Page CitationsIdentify and know the value of coins and use the cent symbol. TB-B: Unit 19, Ch 1, 110-118, Ch 2,

119-121WB-B: 186-192, 193-208

EP: 197-200EP: 201-202Identify and know the value of bills and use the dollar symbol.

Count combinations of coins.Count combinations of bills.

Vocabularycents coins change valuedollars bills price cheapcheaper more expensive less expensive

MONEY


o 19.r Play money (bills and coins)

Measurement and Data 1.MD

See grade 2

Vocabularycents coins change valuedollars bills price cheapcheaper more expensive less expensive

Grade 2 Learner Goals: Count combinations of bills and coins to $10.00. Use decimal notation for money. Use decimal notation to add and subtract money within

$10.00. Add and subtract money in compound units (dollars and cents)

when the cents are multiples of 5 or close to $1.00.

Teacher Notes

Suggested LiteratureMath All Around Reader: Money at the Store

Grade K Learner Goals: Identify and know the value of coins and use the cent symbol. Count combinations of coins.


o 19.r Play money (bills and coins)

Documents

images.pcmac.orgimages.pcmac.org/SiSFiles/Schools/NV/WhitePine/Norma… · Web view1 Use addition and subtraction within 20 to solve word ... The numbers from 11 to 19 are composed