1 Understand and apply the properties of operations and the relationship between addition and subtraction while representing and solving problems involving addition and subtraction equations. Operations and Algebraic Thinking 1 How do I represent and solve problems involving addition and subtraction? Two-Part Pattern Cards, Paper, Counters, Dark colored paper, Paper Plates, Opaque container, Color Tiles (2 colors), Connecting Cubes (2 colors), Paper Bags, Number cards- 0-20, cups, dark colored paper, blank mini-ten frames, part-part-whole mat, building blocks, number cubes, books, Double Ten-Frame mat, paper clips Understanding Addition 1.OA.1, 1.OA.3, 1.OA.7, 1.OA.8 Understanding Subtraction 1.OA.1, 1.OA.4, 1.OA.6, 1.OA.7, 1.OA.8 Five and Ten Relationships 1.OA.4, 1.OA.5, 1.OA.6, 1.OA.8 Addition and Subtraction Facts to 12 1.OA.1, 1.OA.3, 1.OA.4, 1.OA.5, 1.OA.6, 1.OA.7, 1.OA.8 1. How can you use a pattern to find a number of objects without counting? 2. How can you describe numbers by their parts? 3. How can you break numbers into parts of a whole? 4. How can you show the parts and the whole as an addition number sentence? 5. How can you represent stories with pictures and addition sentences? 6. How do you explain what happens when you change the order of the addends? 1. How can you find a missing part of a number when one part and the whole are given? 2. How can you write a number sentence to show subtraction? 3. How can you write a subtraction sentence to represent a story about taking away or comparing? 4. How do you explain how addition and subtraction are related? 5. What are two ways you can write a subtraction number sentence? 1. How can you represent numbers to 10 on a ten-frame? 2. How can you recognize numbers on a ten-frame? 3. How can you show the number 10 as two parts? 4. How can you use a known part of 10 to find a missing part? 1. What are helpful strategies you can use for addition and subtraction facts? 2. How can you identify and complete doubles facts? 3. How can you use a doubles fact to find the answer to a near-doubles fact? 4. How can you use a ten-frame to help with addition? 5. How can you use addition facts and doubles to solve subtraction facts? in all, inside, outside, part, whole, plus (+), add, sum, addition sentence, equals (=), join, order, addend missing part, subtract, difference, subtraction sentence, minus sign, equal sign, take away, compare, same amount Ten-frame Strategies, doubles, near double, 2 less than, 1 less than, 0 less than, Other Information: envision Materials: Two-Part Pattern Cards Teaching Tool 8 Part-Part-Whole Mat Teaching Tool 1 Blank Mini-Ten-Frames Teaching Tool 4 Counters Teaching Tool 14 Number Cards 0-20 Teaching Tool 9 & 10 Double Ten-Frame Mat Teaching Tool 3 *Always reference and use the Math Practice Standards which accompany each lesson. **Refer to the Problem Solving map that identifies when to teach each problem solving strategy lesson with this topic. *** By the end of first grade, students should know from memory all sums of 2 one digit numbers with sums to 10.
2 Addition Facts to 20 1.OA.1 1.OA.2 1.OA.3 1.OA.6 1.OA.7 1.OA.8 Subtraction Facts to 20 1.OA.1 1.OA.4 1.OA.6 1.OA.8 1. How can you identify and show a doubles fact? 2. How can you use a doubles fact to find the sum of a doubles-plus-1 fact or a doubles-plus-2 fact? 3. How can you make a 10 to help you add? 4. How can you add three numbers? 5. How can you solve an addition story problem with three addends? 6. How do you add within 20 to solve story problems? 7. How do you use strategies to become faster when adding within 20? 1. How can you make a 10 to help you subtract? 2. How can you make a 10 to help you solve a subtraction story problem? 3. How can you explain and show related facts? 4. How can you use related facts to create a fact family? 5. How can you use addition to solve subtraction? 6. How do you subtract within 20 to solve story problems? 7. How do you use strategies to become faster when subtracting within 20? doubles-plus-1, doubles-plus-2, addends Related facts, fact family
3 Measure lengths indirectly and by repeating length units. Tell and write time. Represent and interpret data. Measurement and Data 1 How can you measure and order objects by length? How can you tell and write time? How can you organize data and use it to answer questions? Connecting Cubes, markers & pencils, classroom objects to measure, paper strips, tape, geared demonstration clock, Number Cards 0-20, Analog Clock Faces, Blunt-tipped scissors, paper fasteners, two-color counters, self-stick notes, Length 1.MD.1, 1.MD.2 Time 1.MD.3 Using Data to Answer Questions 1.MD.4 1. How do you measure by repeating length units? 1. How can you show time using the hands on a clock? 1. What questions can you ask and answer by looking at a real-object graph? 2. How can you compare and then order 2. How can you write the time on a clock 2. What questions can you ask and answer concrete objects according to length? in different ways? by looking at a picture graph? 3. How can you compare the lengths of two objects when they are in different places? 4. How can you estimate and measure length with nonstandard units? 5. How can you use nonstandard units to measure and compare the lengths and heights of objects? 3. How do you tell and write time to the hour and half hour using analog and digital clocks? 3. What questions can you ask and answer by looking at a bar graph? 4. How can you use tally marks to record information? 5. How can you use connecting cubes to make a real-graph? 6. How can you create a picture graph to show information and to answer questions? 7. How can you use data to tell how many, how many more or how many less? 8. How do you show data using a table or chart? longest, shortest, taller, shorter, estimate, measure, nonstandard units Hour hand, hour, minute hand, minute, o clock, half hour, analog, digital Picture graph, bar graph, data, tally mark, table, chart
4 Reason with shapes and their attributes. Geometry 1 How do you describe a shape using its attributes? How can you build, draw, and divide shapes using specific attributes? Chart paper, Plane Shape Cards, Pattern blocks, children s drawings, Solid figures, paper, two boxes, crayons, glue, index cards, paper squares (4 per child), Plane Shapes & Solid Figures 1.G.1 1.G.2 Fractions of Shapes 1.G.3 1. What everyday plane shapes do you see around you? 2. How can you sort plane shapes by looking at their features? 3. How can you combine plane shapes to make different pictures? 1. How can you divide a shape into equal parts? 2. How can you divide circles and rectangles into two and four equal parts? 3. How can you describe equal parts of a whole? 4. How can you build and draw shapes with specific features? 5. How can you combine plane shapes to make new plane shapes? 6. How can you describe solid figures using the number of flat surfaces and vertices (corners)? 7. How can you sort solid figures by their attributes? 8. How can you combine solid figures to make new solid figures? Plane shapes, hexagon, trapezoid, sort, side, corner, solid figure, cube, rectangular prism, sphere, cylinder, cone, flat surfaces, vertex (vertices), pyramid, attribute equal parts, halves, fourths, quarters, half of, fourth or, quarter of, two of, four of,
5 Strong problem-solving and reasoning abilities are essential in developing conceptual understanding. Problem Solving 1 What strategies help us to solve problems? Masking tape, Place-Value Mat, paper, Counters, Blank Part-Part-Whole Model, Connecting Cubes, crayons, outdoor or other items, paper clips, sentence strips, schedule, pattern blocks, building materials (clay, pipe cleaners), Use Objects/ Act It Out 1.OA.1, 1.OA6, 1.OA.7 Draw a Picture 1.G.3 Make a Table and Use the Data/Make a Graph 1.OA.6, 1.MD.3, 1.MD.4 Draw a Picture and Write a Number Sentence 1.OA.1, 1.OA.6, 1.NBT.4, 1.NBT.6 Lesson Essential Question: Lesson Essential Question: Lesson Essential Question: Lesson Essential Question: 1-8; How can you use real objects and physical actions to solve math problems? 2-11; How can you use objects to help you solve problems? 16-4; How can you solve problems related to parts of a whole by drawing a picture? 3-5, 13-4; How can you make a table to organize information to solve a problem? 14-7; How can you use information in a tally chart to make a bar graph and answer questions? 4-10, 6-7; How can drawing a picture help you solve problems and check if your answer makes sense? 10-6, 11-6; How can you solve a problem by drawing a picture and writing a number sentence? Vocabulary Vocabulary Vocabulary Vocabulary whole, parts of a whole schedule Other Information: envision Materials: Counters - Teaching Tool 14 Place-Value Mat Teaching Tool 7 Blank Part-Part-Whole Model Teaching Tool 2 Pattern Blocks Teaching Tool 16 Always reference and use the Math Practice Standards which accompany each lesson.
6 Strong problem-solving and reasoning abilities are essential in developing conceptual understanding. Problem Solving 1 What strategies help us to solve problems? Two-Question Problems 1.OA.1 Look For a Pattern 1.NBT.1 Make an Organized List 1.NBT.2, 1.NBT.2.a, 1.NBT.2.c, 1.G.2 Use Reasoning 1.MD.2, 1.G.1 Lesson Essential Question: Lesson Essential Question: Lesson Essential Question: Lesson Essential Question: 5.4; How can you use the answer to one problem to solve another problem? 7-6; How can you solve a problem by finding and using a number pattern? 8-6; How can you use an organized list to solve a problem? 9-5, 15-2; How can you solve a problem by listing all the possible ways to do something? 12-5; How can you explain how the length of the unit of measure affects the number of units needed to measure an object? 15-10; How can you identify which attributes are always true about certain shapes and which are not always true? Vocabulary Vocabulary Vocabulary Vocabulary attributes
7 Extending the counting sequence and understanding place value and the properties of operations can help you to add and subtract. Numbers and Operations in Base Ten 1 How can you extend a counting sequence? How can you explain the place value of twodigit numbers? How can understanding place value and the properties of addition and subtraction help you to solve problems? Counters, Number cards0-20, Mini Ten- Frames, scissors, Hundred Chart, Blank Hundred Chart, connecting cubes, paper bags, index cards, place value mat, number cubes, teacher-made number cards, small pieces of paper, place-value blocks Counting and Number Patterns to NBT.1 1.NBT.2.b, 1.NBT.2.c Tens and Ones 1.NBT.2, 1.NBT.2a, 1.NBT.2c Comparing and Ordering Numbers to NBT.1 1.NBT.2, 1.NBT.3 1.NBT.4, 1.NBT.5 Adding With Tens and Ones 1.NBT.4, 1.NBT.5 1. How can you show two-digit numbers as groups of tens and ones? 2. How can you find numbers that are more or fewer than a given number? 3. How can you use groups of 10 to count? 4. How can you identify patterns when you count from 1 to 120? 5. How can you use skip counting to find the total number of objects? 6. How do you read and write numbers to 1. How can you break a number into groups of tens and ones? 2. How can you use tens to make up each of the numbers from 10 to 90? 3. How do you write the total number when objects are grouped in sets of tens and ones? 4. How do you add the values of the digits to give you the total value of the number? 1. How can you change a number by adding or subtracting 1 to the ones place or tens place? 2. How can you use a hundred chart to show the relationships of 1 more than, 1 less than, 10 more than, and 10 less than? 3. How can you identify the greater number of any 2 two-digit numbers and write the two numbers using the symbols <, =, >? 1. How can you explain how adding groups of 10 is like adding numbers less than 10? 2. How do you add tens to a two-digit number? 3. How do you know when to regroup when adding two-digit numbers? 4. How do you mentally find 10 more or 10 less than a given number without having to count? 5. How do you add a two-digit number and a onedigit number with sums to 100? 120? 5. How can you use tens and ones 4. How do you order groups of numbers to models to show a number in different 100? ways? digit, row, column, skip count tens, ones, digit, break apart a ten, total, total value, tens and ones models 1 more, 1 less, 10 more, 10 less, equal to (=), less than, greater than, regroup
8 Number and Operations in Base Ten 1 Subtracting With Tens and Ones 1.NBT.5 1.NBT.6 1. How can you explain how subtracting groups of 10 from a two-digit number is like subtracting 1 from a one-digit number? 2. How can you use a hundred chart to subtract tens from two-digit numbers? 3. How do you know when to regroup when you subtract from a two-digit number? 4. How do you subtract groups of ten (10-90) from another group of tens (10-90)? regroup
9 There are many skills that you can build upon to get ready for 2 nd grade! Stepping Up to Grade 2 1 What skills are necessary to get ready for 2 nd grade? Hundred flats, ten rods, Adding and Subtracting 2.NBT.5, Place Value 2.NBT.1.a, 2.NBT.1.b 2.NBT.3 2.NBT.4, Length 2.MD.1 2.MD.3 1. How can you use strategies to fluently add and subtract within 100? 2. How can you use addition to check subtraction within 100? 1. How do you make a thousand using hundreds? 2. How can you use place-value models to show and write a number as hundreds, tens and ones? 3. How can you read and write three-digit numbers in different ways? 4. How can you compare three-digit numbers using the symbols <, >, =. 1. How do you measure the length of objects to the nearest inch? 2. How do you measure the length of objects to the nearest centimeter? 3. How do you estimate and measure the length of objects in inches, feet, and yards? Imperative to Use exact vocabulary Imperative to Use exact vocabulary Compare, expanded form, standard form, hundreds, thousands, greater than (>), less than (<) Imperative to Use exact vocabulary length, width, height, inches (in.), nearest inch, centimeter (cm.), nearest centimeter, unit, foot (ft.), yard (yd.), feet (ft.), estimate