# COMMON CORE. DECONSTRUCTED for. State Standards FIRST GRADE ARTS 1MATHEMATICS

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1 COMMON CORE State Standards DECONSTRUCTED for Classroom Impact 1MATHEMATICS FIRST GRADE ARTS

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6 FIRST GRADE lexile grade level band: 190L to 530L OVERVIEW Operations and Algebraic Thinking (OA) 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. Number and Operations in Base Ten (NBT) Extend the counting sequence. Understand place value. Use place value understanding and properties of operations to add and subtract. Measurement and Data (MD) Measure lengths indirectly and by iterating length units. Tell and write time. Represent and interpret data. Geometry (G) Reason with shapes and their attributes. Mathematical Practices (MP) MP 1. Make sense of problems and persevere in solving them. MP 2. Reason abstractly and quantitatively. MP 3. Construct viable arguments and critique the reasoning of others. MP 4. Model with mathematics. MP 5. Use appropriate tools strategically. MP 6. Attend to precision. MP 7. Look for and make use of structure. MP 8. Look for and express regularity in repeated reasoning. 6

7 Key Changes New to FIRST GRADE Moved from FIRST GRADE MathEMATICS Use of a symbol for the unknown number in an equation (1.OA.1) Properties of Operations Commutative and Associative (1.OA.3) Counting sequence to 120; writing numerals to 120 (1.NBT.1) Unitizing a ten (10 can be thought of as a bundle of ten ones, called a ten ) (1.NBT.2.a) Comparison Symbols (<, >) (1.NBT.3) Defining and non-defining attributes of shapes (1.G.1) Half-circles, quarter-circles, cubes (1.G.2) Partitioning circles and squares; Relationships among halves, fourths, and quarters (1.G.3) Estimation (1.01f) Groupings of 2 s, 5 s, and 10 s to count collections (1.02) Fair Shares (1.04) Specified types of data displays (4.01) Certain, impossible, more likely or less likely to occur (4.02) Venn Diagrams (5.02) Extending patterns (5.03) OVERVIEW 7

9 OVERVIEW

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11 Domain: Operations and Algebraic Thinking (OA) FIRST GRADE MATHEMATICS

14 FIRST GRADE lexile grade level band: 190L to 530L OPERATIONS AND ALGEBRAIC THINKING (OA) KINDERGARTEN FIRST GRADE SECOND GRADE Early Equations and Expressions Section 2: Exploring Equations Section 1: Equipartitioning Wholes Section 2: Exploring Equations 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Section 1: Equipartitioning Wholes 1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Section 2: Exploring Equations Section 1: Equipartitioning Wholes 2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Early Equations and Expressions Section 1: Understanding and Relating Multiplication and Division Operations Section 1: Understanding and Relating Multiplication and Division Operations Section 1: Understanding and Relating Multiplication and Division Operations 2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. Source: turnonccmath.net, NC State University College of Education 14

21 MathEMATICS Number Balance A student uses a number balance to investigate the commutative property. If 8 and 2 equals 10, then I think that if I put a weight on 2 first this time and then on 8, it ll also be 10. Associative Property Examples Number Line: = Student A: First I jumped to 5. Then, I jumped 4 more, so I landed on 9. Then I jumped 5 more and landed on 14. Operations & Algebraic Thinking Student B: I got 14, too, but I did it a different way. First I jumped to 5. Then, I jumped 5 again. That s 10. Then, I jumped 4 more. See, 14! Mental Math: There are 9 red jelly beans, 7 green jelly beans, and 3 black jelly beans. How many jelly beans are there in all? Student: I know that is 10. And 10 and 9 is 19. There are 19 jelly beans. Essential Question(s) Mathematical Practice(s) DOK Range Target for Instruction & Assessment What is another way to show this addition problem? How can solving a problem a different way make it easier to do? 1.MP.2. Reason abstractly and quantitatively. 1.MP.7. Look for and make use of structure. 1.MP.8. Look for and express regularity in repeated reasoning. T 1 T 2 o 3 o 4 Learning Expectations Know: Concepts/Skills Think Do Assessment Types Tasks assessing concepts, skills, and procedures. Tasks assessing expressing mathematical reasoning. Tasks assessing modeling/applications. Students should be able to: Define properties of operation strategies. Apply properties of operation as strategies to solve addition and subtraction problems. 21

22 FIRST GRADE lexile grade level band: 190L to 530L EXPLANATIONS AND EXAMPLES Students should understand the important ideas of the following properties: Identity property of addition (e.g., 6 = 6 + 0) Identity property of subtraction (e.g., 9 0 = 9) Commutative property of addition (e.g., = 5 + 4) Associative property of addition (e.g., = = 13) Students need several experiences investigating whether the commutative property works with subtraction. The intent is not for students to experiment with negative numbers but only to recognize that taking 5 from 8 is not the same as taking 8 from 5. Students should recognize that they will be working with numbers later on that will allow them to subtract larger numbers from smaller numbers. However, in first grade we do not work with negative numbers. 22

27 MathEMATICS DOK Range Target for Instruction & Assessment T 1 T 2 o 3 o 4 Learning Expectations: Know: Concepts/Skills Think Do Students should be able to: EXPLANATIONS AND EXAMPLES Add fluently within 20. Subtract fluently within 20. Apply strategies to add and subtract within 20. This standard is strongly connected to all the standards in this domain. It focuses on students being able to fluently add and subtract numbers to 10 and having experiences adding and subtracting within 20. By studying patterns and relationships in addition facts and relating addition and subtraction, students build a foundation for fluency with addition and subtraction facts. Adding and subtracting fluently refers to knowledge of procedures, knowledge of when and how to use them appropriately, and skill in performing them flexibly, accurately, and efficiently. The use of objects, diagrams, or interactive whiteboards and various strategies will help students develop fluency. Operations & Algebraic Thinking 27

Mathematics Grade 1 In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2)

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