Standard Content I Can Vocabulary Assessment Time Frame (Marking Period) 1.OA.1

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1 1.OA.1 Use addition and subtraction within I can add and Chapter Tests 20 to solve word problems subtract to 20 so 1 1.OA.3 involving situations of adding to, I can solve word 2 1 st marking period taking from, putting together, problems. 3 taking apart, and comparing, with 1.OA.4 unknowns in all positions. 4 1.OA.5 1.OA.6 1.OA.7 1.OA.8 Apply properties of operations as strategies to add and subtract. Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on, making ten, using the relationship between addition and subtraction, and creating equivalent but easier or known sums. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. the meaning of the equal sign and determine if equations are true or false. I can count on and back to solve addition and subtraction problems. I know which numbers are whole numbers and which numbers are the parts. Addition sentence Addend Plus Equals Order property Part Whole Inside Outside In all Double Add Sum Join Order Subtract Difference Subtraction sentence Missing part Minus sign Take away Compare Same amount 1 st Marking Period Assessment Packet 1

2 1.OA.1 Use addition and subtraction within 20 to I can add and 1.OA.2 solve word problems involving situations of subtract to 20 so I adding to, taking from, putting together, taking apart, and comparing, with unknowns can solve word in all positions. problems. 2 nd marking period 1.OA.3 1.OA.4 1.OA.6 1.OA.7 1.OA.8 1.NBT.1 1.NBT.2 1.NBT.2a 1.NBT.2b 1.NBT.2c Solve word problems that call for addition of three whole numbers whole sum is less than or equal to 20. Apply properties of operations as strategies to add and subtract. Understand subtraction as an unknownaddend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on, making ten, using the relationship between addition and subtraction, and creating equivalent but easier or known sums. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 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. Understand that the two digits of a two-digit number represent amounts of ten and ones. Understand special cases. I can use strategies to solve word story problems with up to 3 numbers equaling up to 20. the meaning of the equal sign and determine if equations are true or false. I know which numbers are whole numbers and which numbers are the parts. I can count up to 120, starting at any given number. I can also read and write these numbers. that there are 10 s and 1 s in a 2 digit number. Doubles plus 1 Doubles plus 2 Related facts Fact family Digit Row Column Skip count Tens Ones Break apart a ten Chapter Test nd marking period assessment packet 2

3 1.NBT.1 Determine the unknown whole I can count up to Chapter Tests number in an addition or 120, starting at any 9 3 rd Marking Period 1.NBT.2 subtraction equation relating three given number. I 10 whole numbers. can also read and 11 Count to 120, starting at any write these 1.NBT.3 number less than 120. In this range, numbers NBT.4 read and write numerals and represent a number of objects with 3 rd marking period a written numeral. assessment packet 1.NBT.5 1.NBT.6 1.MD.1 1.MD.2 3 Understand that the two digits of a two-digit number represent amounts of ten and ones. Understand special cases. Compare two two-digit numbers based on meaning of the tens and ones digits, recording the results of comparisons with the symbols >, <, and =. Add within 100, including adding two-digit numbers and one-digit numbers, adding a two-digit number and a multiple of 10, using concrete models or drawing and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to written method and explain the reason 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. that there are 10 s and 1 s in a 2 digit number. I can compare numbers based on the amount of 10 s and 1 s and use the correct symbols to record what I know. I can add up to 100 with 2 digit plus 1 digit using my strategies and can explain my strategy. I can use mental math to find 10 ore or 10 less than a given number and can explain how I know the number. I can use my strategies to One less Ten more Equal to Ten more Ten less Greater than Less than Regroup Taller Shorter Longest Shortest Estimate Measure

4 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count, explain the reasoning used. Subtract multiples of 10 in the range from multiples of 10 in the range (positive or zero differences), using concrete models or drawing and strategies based on place value, properties of operations, and/ore the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Order three objects by length; compare the lengths of two objects indirectly by using a third object. subtract multiples of 10 and can explain the strategy I used. I can order up to 3 things by length and can compare the lengths of 2 of the objects. I can tell the length of an object using the number and unit. I can measure objects using correct procedure. 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 numbers of same-size length that span it with no gaps or overlaps. 4

5 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks 1.MD.4 1.G.1 1.G.2 1.G.3 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of date points, how may in each category, and how many more or less are in one category then in another. Distinguish between defining attributes versus non-defining attributes; build and draw shapes to possess defining attributes. Compare two-dimensional shapes or three dimensional shapes to create a composite shape, and compose new shapes from 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 share. Understand for these examples that decomposing into more equal shares creates smaller shares. I can tell and write time in hours and ½ hours. I can organize, show, and interpret data with up to 3 categories. I can describe attributes that define and nondefining attributes. I can build and draw shapes to have a given attribute. I can make 2-D shapes or 3-D shapes to create another shape. I can divide circles and rectangles into 2 and 4 equal parts using vocabulary: halves, fourths, and quarters. Hour hand Hour Minute and Minute O clock Half hour Schedule Data Bar graph Tally mark Picture graph Plane shape Hexagon Trapezoid Sort Side Corner Solid figure Cube Rectangular prism Sphere Cyclinder Cone Flat service Vertices Pyramid Equal parts Halves Fourths Quarters Half of Fourth of Quarter of Two of Four of Chapter Tests th marking period assessment packet 4 th marking period 5

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