ELEMENTARY MATH GRADE 1

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1 PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 1 Length of Course: Term Elective / Required: Required Schools: Elementary Student Eligibility: Grade 1 Credit Value: N / A Date Approved: October 14, 2013

2 Elementary Math - Grade 1 TABLE OF CONTENTS Statement of Purpose 3 Math Overview and Suggested Pacing 4 Matrix Grade 1 5 Unit 1: Numbers to 10 6 Unit 2: Number Bonds 8 Unit 3: Addition Facts to Unit 4: Subtraction Facts to Unit 5: Shapes and Patterns 16 Unit 6: Ordinal Numbers and Position 18 Unit 7: Numbers to Unit 8: Addition and Subtraction Facts to Unit 9: Length 25 Unit 10: Weight 27 Unit 11: Picture Graphs and Bar Graphs 29 Unit 12: Numbers to Unit 13: Addition and Subtraction to Unit 14: Mental Math 36 Unit 15: Calendar and Time 39 Unit 16: Numbers to Unit 17: Addition and Subtraction to Unit 18: Multiplication and Division 46 Unit 19: Money 48

3 Elementary Math - Grade 1 3 Statement of Purpose The Common Core State Standards for Mathematics challenges us to ensure focus and coherence in our mathematics curriculum across all elementary grade levels. This curriculum guide aligns these standards with our resources to ensure high achievement for all students. Coherence is supported by the alignment of the curriculum, instruction, and assessments. The repeated Domains within the CCSSM, progress through the elementary grades to allow for developmentally appropriate attainment of learning outcomes. The CCSS Matrix for each grade level can be referenced for a visual representation of this idea. The curriculum s suggested pacing allows for the important balance of developing conceptual understanding and procedural skills. Instructional decisions are guided by the use of Board approved resources, problembased learning, and real-world applications that incorporate technology and 21 st Century Skills. Various forms of assessment are used to determine understanding of concepts and mastery of skills. This data is analyzed to inform professional development needs, revision of curriculum, as well as immediate targeted instruction for student needs. Focus is provided by explicitly naming the topics on the Overview page and providing the Unit Objectives/Enduring Understandings, key ideas, and skills on the curriculum pages. Please note, key ideas are separated from the skills by columns, but the students learning experiences are not separate. Students develop deeper understandings of mathematical concepts because they spend time thinking like mathematicians and are involved in the Standards for Mathematical Practices. The Standards for Mathematical Practices do not serve the same purpose as the Common Core State Standards and are not organized like them. The Common Core State Standards for Mathematics include these separate eight practices for the mathematics educators to develop these competencies within their students over time. The opportunities for modeling and developing these practices in the classroom arise when the CCSSM uses the term, understand in a standard. Students can gain better understanding of a concept when engaged in these practices as follows. Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. This curriculum guide has been developed to address the rigor in the Common Core State Standards for Mathematics and the relevance in the 21 st Century Skills, including technology as a tool for learning and applying new knowledge. Future revisions of this guide will be informed by new understandings of the CCSSM, reflections on instruction, and data collection from pacing and assessments.

4 Elementary Math - Grade 1 4 Grade 1 Overview and Suggested Pacing Topic Suggested Pacing (Days) Chapter 1 Numbers to days Chapter 2 Number Bonds 5-10 Days Chapter 3 Addition Facts to Days Chapter 4 Subtraction Facts to Days Chapter 5 Shapes and Patterns Days Chapter 6 Ordinal Numbers and Position 7-14 Days Chapter 7 Numbers to Days Chapter 8 Addition and Subtraction Facts to Days Chapter 9 Length Days Chapter 10 Weight 9-18 Days Chapter 11 Picture Graphs and Bar Graphs 8-16 Days Chapter 12 Numbers to Days Chapter 13 Addition and Subtraction Facts to Days Chapter 14 Mental Math Strategies 7-14 Days Chapter 15 Calendar and Time 9-18 Days Chapter 16 Numbers to Days Chapter 17 Addition and Subtraction to Days Chapter 18 Multiplication and Division 7-14 Days Chapter 19 Money 9-18 Days

5 Elementary Math - Grade 1 5 Common Core State Standards Matrix Grade 1 Ch # OA 1 OA 2 OA 3 OA 4 OA 5 OA 6 OA 7 OA 8 NBT 1 NBT 2a NBT 2b NBT 2C NBT 3 NBT 4 NBT 5 NBT 6 MD 1 MD 2 MD 3 MD 4 G 1 G 2 G 3 1 X 2 X 3 X X X X X X X X 4 X X X X X X X 5 X X X 6 X 7 X X X 8 X X X X X X X X 9 X X 10 X 11 X X 12 X X X X 13 X X X X X X X X X X X 14 X X X X X X X 15 X 16 X X X X X 17 X X X X X X X 18 X 19 X

6 Elementary Math - Grade 1 6 Chapter 1 Numbers to 10 Approximate Pacing 9 to 18 days Objectives/Enduring Understandings Students will count and compare numbers to 10. Domain Numbers and Operations in Base Ten PRIORITY COMMON CORE STATE STANDARDS Cluster Heading Extending the counting sequence CCSS# 1.NBT.A1 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. 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) 8.1 All students will develop an understanding of the nature and impact of technology, engineering, technological design and the designed world as they relate to the individual, global society, and the environment. 9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Standard A.5 Demonstrate the ability to navigate in developmentally appropriate virtual environments A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.

7 Elementary Math - Grade 1 7 Unwrapped Standards Key Knowledge Students will know: -Counting to 10 -Comparing numbers -Making number patterns -Fewer -More -Pattern -Less than -More than Evidence of Learning Formative Assessment Pre-Test Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Process/Skills/Procedures/Application of Key knowledge Students will be able to: -Identify 0 to 10 objects. -Recognize and write 0 to 10 in numerals and written form. -Explain the comparison between two sets of numbers using one-to-one correspondence. -Identify the set that has more, fewer, or the same number of objects. -Identify the number that is greater than or less than another number. -Describe and apply ways to make number patterns. -Classify objects in order to compare. -Create different representations of the same number of objects in a set. -Locate and count different types of objects within a mixed set. Summative Assessment Chapter Review/Test Test Prep Resources Math in Focus Chapter 1 Everyday Counts Think Central

8 Elementary Math - Grade 1 8 Chapter 2 Number Bonds Approximate Pacing 5 to 10 days Objectives/Enduring Understandings Students will understand that number bonds can be used to show parts and whole. Domain Operations and Algebraic Thinking PRIORITY COMMON CORE STATE STANDARDS Cluster Heading Understand and apply properties of operations and the relationship between addition and subtraction. CCSS# 1.OA.B3 Apply properties of operations as strategies to add and subtract. Examples: If = 11 is known, then = 11 is also known. (Commutative property of addition.) To add , the second two numbers can be added to make a ten, so = = 12. (Associative property of addition.) 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) 8.1 All students will develop an understanding of the nature and impact of technology, engineering, technological design and the designed world as they relate to the individual, global society, and the environment. 9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Standard A.5 Demonstrate the ability to navigate in developmentally appropriate virtual environments A B C.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.

9 Elementary Math - Grade 1 9 Unwrapped Standards Key Knowledge Process/Skills/Procedures/Application of Key knowledge Students will know: Number bonds can be used to show parts and whole. Part Whole Evidence of Learning Formative Assessment Pre-Test Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Students will be able to: Make number bonds using connecting cubes or a math balance. Make different number bonds for numbers 1 to 10. Analyze parts and whole to deduce a missing part. Explain the part-whole relationship of a number using connecting cubes, math balance, or drawing. Summative Assessment Chapter Review/Test Test Prep Cumulative Review for Chapters 1 and 2 Resources Math in Focus Chapter 2 Everyday Counts Think Central

10 Elementary Math - Grade 1 10 Chapter 3 Addition Facts to 10 Approximate Pacing 9 to 18 days Objectives/Enduring Understandings Students will understand that addition can be used to find how many in all. Students will add by counting on and by using number bonds. Students will construct addition stories from pictures and write addition sentences. PRIORITY COMMON CORE STATE STANDARDS Domain Operations and Algebraic Thinking Cluster Headings Represent and solve problems involving addition and subtraction. Understand and apply properties of operations and the relationship between addition and subtraction. Add and subtract within 20. Work with addition and subtraction equations. CCSS# 1.OA.A.1 1.OA.A.2 1.OA.B.3 1.0A.B.4 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 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. Apply properties of operations as strategies to add and subtract. Examples: If = 11 is known, then = 11 is also known (Commutative property of addition). To add , the second two numbers can be added to make a ten, so = = 12 (Associative property of addition). Understand subtraction as an unknown-addend problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. 1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 1.0A.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13).

11 Elementary Math - Grade OA.D.7 1.0A.D.8 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 1, = 2 + 5, = 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, = _. 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) 8.1 All students will develop an understanding of the nature and impact of technology, engineering, technological design and the designed world as they relate to the individual, global society, and the environment. 9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Standard A.5 Demonstrate the ability to navigate in developmentally appropriate virtual environments A B C.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play. Unwrapped Standards Key Knowledge Students will know: Equal to (=) Plus (+) Addition Strategies: Part-whole Counting on Draw a diagram Act it out Process/Skills/Procedures/Application of Key knowledge Students will be able to: Explain how to count on to add to 10 or find how many more Implement the use of number bonds to add in any order, and solve problems. Construct addition sentences based on a picture to solve problems. Produce addition stories based on pictures. Solve read world problems. Analyze parts and wholes to deduce the missing segment. Draw a diagram to solve problems. Use a ten-frame to add. Interpret real-world addition problems to solve using number bonds.

12 Elementary Math - Grade 1 12 Evidence of Learning Formative Assessment Summative Assessment Resources Math in Focus Chapter 3 Every Day Counts Think Central Pre-Test Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Chapter Review/Test Test Prep

13 Elementary Math - Grade 1 13 Chapter 4 Subtraction Facts to 10 Approximate Pacing 10 to 20 days Objectives/ Enduring Understandings Students will understand that subtraction can be used to find how many are left. Domain Operations and Algebraic Thinking PRIORITY COMMON CORE STATE STANDARDS Cluster Heading CCSS# 1.OA.A.1 1.OA.A.2 1.OA.B.3 Represent and solve problems involving addition and subtraction Understand and apply properties of operations and the relationship between addition and subtraction Add and subtract within 20 Work with addition and subtraction equations 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 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 Apply properties of operations as strategies to add and subtract. Examples: If = 11 is known, then = 11 is also known (Commutative property of addition). To add , the second two numbers can be added to make a ten, so = = 12 (Associative property of addition). 1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. 1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

14 Elementary Math - Grade OA.C.6 1.OA.D.7 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 1, = 2 + 5, = st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) 8.1 All students will develop an understanding of the nature and impact of technology, engineering, technological design and the designed world as they relate to the individual, global society, and the environment. 9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Standard A.5 Demonstrate the ability to navigate in developmentally appropriate virtual environments A B.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking C.1 Unwrapped Standards Key Knowledge Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play. Process/Skills/Procedures/Application of Key knowledge Students will know: Fact Families (Related Facts) True False Strategies: Take-away Count on Count back Guess and Check Students will be able to: Solve and describe subtraction as the following strategies: take-away, count on, and count back. Implement the use of number bonds to subtract. Use ten-frames to subtract. Solve and construct subtraction sentences with a partner and independently. Produce subtraction stories about a picture. Analyze parts and wholes to solve real-world problems. Recognize and describe the relationship between addition and subtraction sentences. Construct and apply fact families (Related Facts) to solve real-world problems. Identify and explain if number sentences involving addition and subtraction are true or false.

15 Elementary Math - Grade 1 15 Evidence of Learning Formative Assessment Pre-Test Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Summative Assessment Chapter Review/Test Test Prep Cumulative Review for Chapters 3 and 4 Resources Math in Focus Chapter 4 Every Day Counts Think Central

16 Elementary Math - Grade 1 16 Chapter 5 Shapes and Patterns Approximate Pacing 16 to 32 days Unit Objectives/ Enduring Understandings Students will understand: Explore, identify, and compare plane and solid shapes in patterns and in the real world. Domain Geometry PRIORITY COMMON CORE STATE STANDARDS Cluster Heading Reason with shapes and their attributes. CCSS# 1.G.A.1 1.G.A.2 CCS Standard 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 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or threedimensional 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. 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. 1.G.A.3 Understand for these examples that decomposing into more equal shares creates smaller shares. 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards CPI # A.1 Cumulative Process Indicator (CPI) Recognize a problem and brainstorm ways to solve the problem individually or collaboratively B C.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.

17 Elementary Math - Grade 1 17 Unwrapped Standards Key Knowledge Process/Skills/Procedures/Application of Key knowledge Students will know: -Exploring plane shapes -Exploring solid shapes -Making pictures and models with shapes -Seeing shapes around us -Making patterns with plane shapes -Making patterns with solid shapes Students will be able to: -Identify, classify, and describe plane shapes. -Identify and create the same and different shapes. -Divide and describe shapes made into two and four equal parts. -Describe the whole as the sum of its parts. -Understand that dividing a whole into more equal parts creates smaller parts. -Identify, classify, and sort solid shapes. -Compare, combine and separate plane and solid shapes. -Identify plane and solid shapes in real life. -Use plane shapes to identify, extend, and create patterns. -Use solid shapes to identify, extend, and create patterns. -Identify patterns and relationships between shapes and then classify the shapes. Evidence of Learning Formative Assessment Summative Assessment Pre-Test Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Chapter Review/Test Test Prep Resources Math in Focus Chapter 5 Every Day Counts Think Central

18 Elementary Math - Grade 1 18 Chapter 6 Ordinal Numbers and Position Approximate Pacing 7 to 14 days Unit Objectives/ Enduring Understandings Students will understand: Numbers and words can be used to describe order and position. Domain Operations and Algebraic Thinking PRIORITY COMMON CORE STATE STANDARDS Cluster Heading CCSS# 1.OA.A.1 Represent and solve problems involving addition and subtraction. CCS Standard 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. 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards CPI # Cumulative Process Indicator (CPI) A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively A.5 Apply critical thinking and problem-solving skills in classroom and family settings B C.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.

19 Elementary Math - Grade 1 19 Unwrapped Standards Key Knowledge Students will know: -Ordinal numbers -Position words Evidence of Learning Formative Assessment Process/Skills/Procedures/Application of Key knowledge Students will be able to: -Use ordinal numbers. -Use position words to name relative position. -Organize information in order to deduce and identify relationships with regards to position. Pre-Test Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Summative Assessment Chapter Review/Test Test Prep Cumulative Review for Chapters 5 and 6 Resources Math in Focus Chapter 6 Every Day Counts Think Central

20 Elementary Math - Grade 1 20 Chapter 7 Numbers to 20 Approximate Pacing 10 to 20 days Unit Objectives/ Enduring Understandings Students will understand: Count, compare, and order numbers to 20. Domain Number and Operations in Base Ten PRIORITY COMMON CORE STATE STANDARDS Cluster Heading CCSS# 1.NBT.B.2 1.NBT.B.2a 1.NBT.B.2b 1.NBT.B.3 Understand place value CCS Standard Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases 10 can be thought of as a bundle of ten ones called a ten. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards CPI # Cumulative Process Indicator (CPI) A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively B C.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.

21 Elementary Math - Grade 1 21 Unwrapped Standards Key Knowledge Process/Skills/Procedures/Application of Key knowledge Students will know: -Counting to 20 -Place Value -Comparing Numbers -Making Patterns and Ordering Numbers Students will be able to: -Show how to count on from 10 to 20. -Show how to read and write 11 to 20 in numbers and words. -Use a place-value chart to show numbers up to 20. -Show objects up to 20 as tens and ones. -Compare numbers to 20. -List and describe number patterns in terms of number order. -Analyze number patterns and relationships. Evidence of Learning Formative Assessment Pre-Test Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Summative Assessment Chapter Review/Test Test Prep Resources Math in Focus Chapter 7 Every Day Counts Think Central

22 Elementary Math - Grade 1 22 Chapter 8 Addition and Subtraction Facts to 20 Approximate Pacing 9 to 18 days Unit Objectives/ Enduring Understandings Students will understand: Different strategies can be used to add and subtract. Domain Cluster Heading CCSS# 1.OA.A.1 1.OA.A.2 1.OA.B.3 1.OA.B.4 Operations and Algebraic Thinking PRIORITY COMMON CORE STATE STANDARDS Represent and solve problems involving addition and subtraction Understand and apply properties of operations and the relationship between addition and subtraction Add and subtract within 20 Work with addition and subtraction equations CCS Standard 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 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. Apply properties of operations as strategies to add and subtract.2examples: If = 11 is known, then = 11 is also known. (Commutative property of addition.) To add , the second two numbers can be added to make a ten, so = = 12. (Associative property of addition.) Understand subtraction as an unknown-addend problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8 1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13).

23 Elementary Math - Grade OA.D.7 1.OA.D.8 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 1, = 2 + 5, = 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, = _. 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards CPI # Cumulative Process Indicator (CPI) A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively A B C.1 Apply critical thinking and problem-solving skills in classroom and family settings. Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play. Unwrapped Standards Key Knowledge Process/Skills/Procedures/Application of Key knowledge Students will know: -Ways to add -Ways to subtract -Real-world problems: Addition and Subtraction Facts Students will be able to: -Apply different strategies to add 1- and 2- digit numbers -Solve 1- and 2- digit subtraction problems with and without regrouping -Analyze, organize, and solve puzzles using addition and subtraction Evidence of Learning Formative Assessment Pre-Test Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Summative Assessment Chapter Review/Test Test Prep

24 Elementary Math - Grade 1 24 Resources Math in Focus Chapter 8 Every Day Counts Think Central

25 Elementary Math - Grade 1 25 Chapter 9 Length Approximate Pacing 10 to 20 days Unit Objectives/ Enduring Understandings Students will understand: Compare the height and length of things. Measure with non-standard units to find length. Domain Math CCSS Measurement and Data PRIORITY COMMON CORE STATE STANDARDS Measure lengths indirectly and by iterating length units Cluster Heading 1.MD.A.1 CCS Standard Order three objects by length; compare the lengths of two objects indirectly by using a third object. 1.MD.A.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. 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards CPI # A.1 Cumulative Process Indicator (CPI) Recognize a problem and brainstorm ways to solve the problem individually or collaboratively A B C.1 Apply critical thinking and problem-solving skills in classroom and family settings. Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.

26 Elementary Math - Grade 1 26 Unwrapped Standards Key Knowledge Students will know: -Comparing two things -Comparing more than two things -Using a start line -Measuring things -Finding lengths in units Process/Skills/Procedures/Application of Key knowledge Students will be able to: -Compare two lengths using the terms tall/taller, long/longer, and short/shorter -Analyze and compare two lengths by comparing each with a third length and use the terms tallest, longest, and shortest -Implement a common starting point when comparing lengths -Apply the use of non-standard units to measure length and explain using different nonstandard units may give different measurements for the same item -Implement the term "unit" to describe length -Solve length measurement in groups of tens and ones -Compare the length of two objects using two different non-standard units Evidence of Learning Formative Assessment Pre-Test Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Summative Assessment Chapter Review/Test Test Prep Cumulative Review for Chapters 7 to 9 Mid-Year Review Resources Math in Focus Chapter 9 Every Day Counts Think Central

27 Elementary Math - Grade 1 27 Chapter 10 Weight Approximate Pacing 9-18 days Unit Objectives/ Enduring Understanding Students will understand: Count and Compare numbers to 1,000 Domain Cluster Heading 1.OA.D.8 Operations and Algebraic Thinking PRIORITY COMMON CORE STATE STANDARDS Work with addition and subtraction equations CCS STANDARD Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards CPI # Cumulative Process Indicator (CPI) A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively B C.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.

28 Elementary Math - Grade 1 28 Evidence of Learning Unwrapped Standard Key Knowledge Process/Skills/Procedures/Application of Key Knowledge Students will know: Students will be able to : Comparing Things -Use base ten blocks to recognize, read, and write numbers to 1,000 Finding the Weight of Things -Count on by 1s, 10s, and 100s to 1,000 Finding Weight in Units -Use base ten blocks and a place value chart to recognize, read, and write numbers to 1,000 -Use the term "unit" when writing the weight of things. -Explain why there is a difference in measurement when using non-standard units -Arrange objects according to their weights. Formative Pre-Test Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Summative Chapter Review/ Test Test Prep Higher Level Blooms Resources Math In Focus Chapter 10 Everyday Counts

29 Elementary Math - Grade 1 29 Unit 11 Picture Graphs and Bar Graphs Approximate Pacing 8-16 days Unit Objectives/ Enduring Understanding Students will understand: Count and Compare numbers to 1,000 Domain Cluster Heading Domain Cluster Heading CCSS# 1.OA.D.8 1.MD.4 PRIORITY COMMON CORE STATE STANDARDS Operations and Algebraic Thinking Work with addition and subtraction equations Measurement and Data Measure and estimate lengths in standard units CCS STANDARD Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 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. 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards CPI # Cumulative Process Indicator (CPI) A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively B C.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.

30 Elementary Math - Grade 1 30 Evidence of Learning Unwrapped Standard Key Knowledge Process/Skills/Procedures/Application of Key Knowledge Students will know: Students will be able to : Simple Picture Graphs -Use base ten blocks to recognize, read, and write Picture Graphs numbers to 1,000. Tally Charts -Count on by 1s, 10s, and 100s to 1,000. Bar Graphs -Use base ten blocks and a place value chart to read, and write and represent numbers to 1,000. -Read and write numbers to 1,000 in standard form, expanded form, and word form. -Make a tally chart -Show data in a bar graph. -Understand data shown in a bar graph Formative Pre-Test Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Summative Chapter Review/ Test Test Prep Higher Level Blooms Resources Math in Focus Chapter 11 Every Day Counts Think Central

31 Elementary Math - Grade 1 31 Chapter 12 Numbers to 40 Approximate Pacing 7-14 days Unit Objectives/ Enduring Understanding Students will understand: Count, compare and order numbers from 1 to 40 PRIORITY COMMON CORE STATE STANDARDS Domain Numbers and Operations in Base Ten Cluster Heading Extending counting sequence Understand place value CCSS# CCS STANDARD 1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 1.NBT.B.2a 10 can be thought of as a bundle of ten ones called a ten. 1.NBT.B.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). 1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards CPI # A.1 Cumulative Process Indicator (CPI) Recognize a problem and brainstorm ways to solve the problem individually or collaboratively B C.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.

32 Elementary Math - Grade 1 32 Evidence of Learning Unwrapped Standard Key Knowledge Process/Skills/Procedures/Application of Key Knowledge Students will know: Students will be able to : Counting to 40 Count on from 21 to 40. Place Value Read and write 21 to 40 in number and words. Comparing Use a place-value chart to show numbers up to 40. Ordering Show objects up to 40 as tens and ones. Patterns Use a strategy to compare numbers to 40. Compare numbers to 40. Order numbers to 40. Find the missing numbers in a number pattern. Formative Pre-Test Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Summative Chapter Review/ Test Test Prep Higher Level Blooms Resources Math in Focus Chapter 12 Every Day Counts

33 Elementary Math - Grade 1 33 Chapter 13 Addition and Subtraction to 40 Approximate Pacing days Unit Objectives/ Enduring Understanding Students will understand: Whole numbers can be added and subtracted with or without regrouping Domain Cluster Heading Domain Cluster Heading CCSS# 1.NBT.B.2a PRIORITY COMMON CORE STATE STANDARDS Numbers and Operations in Base Ten Understand place value Use place value understanding and properties of operations to add and subtract Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction Understand and apply properties of operations and the relationship between addition and subtraction Add and subtract within 20 Work with addition and subtraction equations CCS STANDARD 10 can be thought of as a bundle of ten ones called a ten. 1.NBT.B.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). 1.NBT.B.4 1.NBT.B.6 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. Subtract multiples of 10 in the range from multiples of 10 in the range (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 1.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.

34 Elementary Math - Grade OA.2 1.OA.4 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 subtraction as an unknown-addend problem. 1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 1.OA.6 1.OA.7 1.OA.8 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 1, = 2 + 5, = 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, = _. 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards CPI # Cumulative Process Indicator (CPI) A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively B C.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.

35 Elementary Math - Grade 1 35 Evidence of Learning Unwrapped Standard Key Knowledge Process/Sills/Procedures/Application of Key Knowledge Higher Level Blooms Students will know: Students will be able to : Addition Without Regrouping Add a 2-digit number and 1-digit number without regrouping Addition with Regrouping Add two 2-digit numbers without regrouping Subtraction without Regrouping Add a 2-digit number and a 1-digit number with regrouping Subtraction with Regrouping Subtract a 1-digit number from a 2-digit number without regrouping Subtract a 2-digit number from another 2-digit number without regrouping Subtract a 1-digit number from a 2-digit number with regrouping Adding three numbers Subtract a 2-digit number from another 2-digit number with regrouping Real World Problems: Addition and Subtraction Solve real world problems Use related addition and subtraction facts to check the answers to real world problems Formative Pre-Test Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Summative Chapter Review/ Test Test Prep Cumulative Review Resources Math in Focus Chapter 13 Every Day Counts

36 Elementary Math - Grade 1 36 Chapter 14 Mental Math Approximate Pacing 7-14 days Unit Objectives/ Enduring Understanding Students will understand: Number bonds help you to add and subtract mentally Domain Cluster Heading Domain Cluster Heading CCSS# 1.NBT.B.4 1.NBT.B.5 1.OA.1 1.OA.3 1.OA.6 PRIORITY COMMON CORE STATE STANDARDS Numbers and Operations in Base Ten Use place value understanding and properties of operations to add and subtract Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction Understand and apply properties of operations and the relationship between addition and subtraction Add and subtract within 20 CCS STANDARD 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. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 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. Apply properties of operations as strategies to add and subtract Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13).

37 Elementary Math - Grade OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 1, = 2 + 5, = OA.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, = _. 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards CPI # A B C.1 Evidence of Learning Unwrapped Standard Key Knowledge Cumulative Process Indicator (CPI) Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play. Process/Skills/Procedures/Application of Key Knowledge Students will know: Students will be able to : Mental Addition Mentally add 1-digit numbers Mental Subtraction Mentally add a 1-digit number to a 2-digit number Mentally add a 2-digit number to tens Mentally subtract 1-digit numbers Mentally subtract a 1-digit numbers from a 2-digit number Mentally subtract tens from a 2 digit number Higher Level Blooms

38 Elementary Math - Grade 1 38 Formative Summative Pre-Test Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Chapter Review/ Test Test Prep Resources Math in Focus Chapter 14 Every Day Counts

39 Elementary Math - Grade 1 39 Chapter 15 Calendar and Time Approximate Pacing 9-18 days Unit Objectives/ Enduring Understanding Students will understand: Calendars are used to show days, weeks, and months of a year. Clocks are used to read time of the day. Domain Cluster Heading CCSS# 1.MD.3 PRIORITY COMMON CORE STATE STANDARDS Measurement and Data Tell and write time CCS STANDARD Tell and write time in hours and half hours using analog and digital clocks 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards CPI # Cumulative Process Indicator (CPI) A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play. Evidence of Learning Unwrapped Standard Key Knowledge Process/Skills/Procedures/Application of Key Knowledge Students will know: Students will be able to : Using a Calendar Read a calendar Telling Time to the Hour Know the days of the week and months of the year Telling Time to the Half Hour Write the date Know the seasons of the year Use the term o'clock to tell the time to the hour Read and show time to the hour on a clock Read and show time to the hour on a digital clock Read time to the half hour Use the term half past Relate time to daily activities Read and show time to the hour on a digital clock Higher Level Blooms

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