Lee County Schools Concept/Unit Map Mathematics Grade 1
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1 Unit 1 : Addition and Subtraction to 20 Addition and subtraction problems can be solved in many ways. Why do I need to know how to add and subtract in the real world? Using Multiple Strategies The Relationship Between Developing Fact Fluency (1-OA.3, 1-OA.6, 1-OA.7 Addition and Subtraction (1-OA.6, 1-OA.5) 1-OA.5) (1-OA.4, 1-OA.5) Solve Addition and Subtraction Word Problems (1-OA.1, 1-OA.7) Solving Equations (1-OA.1, 1-OA.4, 1-OA.7, 1-OA.8) 1. How do I solve word problems with the unknown in all positions? 2. How can I use objects, drawings and equations to solve word problems? 3. Why do I need to be able to solve problems in more than one way? 1. How do I use the strategies of counting on, counting back, counting all, taking from and comparing to solve problems? 3. What can I learn from changing the order of the addends (commutative property)? 4. How can the identity property of 0 help me add and subtract? 5. What can I learn from "subtracting all"? 1. How can I use the relationship between addition and subtraction to help me solve problems. 2. How can it help me to use the strategy "think addition instead of take away"? 3. How can concrete models help me find the unknown? 4. How can I use fact families to help me add and subtract? 1. How can using counting all, doubles, doubles plus one, and doubles minus one help me add and subtract fluently? 2. How can I use fact families to help me add and subtract fluently? 3. How can I use "making a ten" to help me add fluently? 4 How can using an equal but easier combination help me add and subtract fluently? 1.Why do I need to understand what the equal sign means? 2. How can I determine if an equation is correct? 3. How can I make sense of quantity so that I can compare numbers? 4. How can I use flexible thinking strategies to solve equations? 5. Why should I be able to represent an unknown number in an equation with a symbol? Addition- sum-joining-addend- -plus - counting all-all together -total unknownchange unknown-start unknown-both addends unknown-addend unknown- difference-subtraction-minus- Doubles-commutative property-order - identity property of 0-fact familiessubtracting all- counting back-taking from-guess and check Relationship- concrete model-fact families Counting on-equivalent- decomposecompose-near doubles-doubles plus one-doubles minus one-fluently-digitmaking a ten Equal sign- quantity-flexible-symbolequal-equation Resources Go Math (Chapter 1, Chapter 2, Chapter 3, Chapter 4, Chapter 5) Investigations( Unit 1, Unit 3, Unit 6)
2 Unit 2 : Interpreting Data Graphs are used to analyze and compare data. How do I use data to answer questions about real world situations? Organizing and Representing Data (1-MD.4) 1.How can I organize and represent data in meaningful ways? 2. How does the data determine the graph I use? 3. How can I solve problem situations using the strategy "make a graph"? Graph-tally graph-picture graph-t-graph-venn diagram-bar graph-datamost-least-greatest-fewest-same-different-category-question-collectcompare Interpreting Data (1-MD.4) 1. What information can I gain from interpreting the data? 2. How can I use the data to answer/ask questions? Interpret-information-more-less Vocabulay Resources Go Math (Chapter 10), Investigations (Unit 4)
3 Unit 3 : Place Value The value of a number is determined by its position and our number system is a repeated counting system based on ten. How can I use place value to understand numbers in the real world? Special Cases (1-NBT.2, 1-NBT.2a, 2b, 2c) Representation ( 1- NBT.1) Comparing Numbers using Symbols (1-NBT.3) 1. How can I use place value to count, read, write, and represent numbers to 120? 1. How can I use ten frames to model the teen numbers? 2. How can I Use base ten manipulatives (e.g., base 1. How can I use symbols to compare numbers? 2. How can my understanding of place value help me 2. How can I use concrete objects to model place value? ten blocks, ten frames,) to build and model tens compare two numbers? 3. How can I represent a number by making groups of and some ones. 3. How can I compare numbers using base ten tens and ones? 3. How can I determine the value of a number by looking manipulatives? 4. How can I use ten frames to model place value? at the position or place of the number? 4. How can I use a number line or 100 chart to elp me compare numbers? Value-position-quantity-teen numbers-ten blocks- Ten frame-place value-ones-tens-hundredsgroup-left overs-model-represent-moneyextras-dimes-pennies-concrete-digit Symbols-number line- hundreds chart-less than-greater than-equal to-compare-<->-= Resources Go Math (Chapter6, Chapter 7), Investigations (1st grade Unit 6, Unit 8, 2nd grade Unit 6)
4 Unit 4 : Addition with Three Addends Addition problems with three addends can be solved using multiple strategies. Why is it important to be able to find the sum of three addends in the real world? Word Problems (1-OA.2, 1-OA.3) 1. How do I use the associative property to solve word problems with three addends? 2. How can I use objects, drawings and equations to solve word problems with three addends? Associative property-three addends-order-equations Strategies (1-OA.6, 1-OA.3) 1. How can I use the "making tens" strategy to find the sum of three addends? 2. How can I use the "doubles" or "near doubles" strategy to find the sum of three addends? 3. How can I decompose numbers between 10 and 20 into one ten plus some ones to help me solve three addend addition problems? Voacabulary Making a ten-doubles-group-near doubles (6+7=6+6+1)-decompose- Resources Go Math (Chapter 3) Investigations (Unit 3)
5 Unit 5 : Geometry Two and three dimensional shapes can be identified, classified, and analyzed by their attributes. Why should I be able to identify, classify, and analyze shapes in the real world? 2D Shapes and their Attributes (1-G.1) 3D Shapes and their Attributes (1-G.2) Equal Parts (1-G.3) 1. How can I identify the attributes of 2D shapes? 2. How can I sort 2D shapes? 3. How can 2D shapes be built or drawn to show certain attributes? 1. How can I identify the attributes of 3D shapes? 2. How can I use 2D shapes to help me identify and make 3D shapes? 3. How can I determine the differences between a 2D and a 3D shape? 1. How can a shape be divided into halves? 2. How can a shape be divided into fourths? 3. How can equal parts be put together to make a whole? Attribute-sort-side-vertex-build-2 dimensional-rectangletriangle-rhombus-trapezoid-circle-oval-hexagon-squarequadrilateral-polygon-symmetry Cube rectangular prism-cylinder-3 dimensional-spherepyramid Whole-halves-fourths-quarters-equal parts-unequal Resources Go Math (Chapter 11, Chapter 12), Investigations (Unit 2, Unit 9)
6 Unit 6 : Measuring Time Measuring time is an important part of our everyday lives. Why do I need to be able to tell time in the real world? Time to the Hour (1-MD.3) Time to the Half- Hour (1-MD.3) 1. How do I use the parts of a clock to tell time? 2. How does the position of the hour and minute hand determine the time to the hour? 3. How can I measure time to the hour using a digital and analog clock? 1. How does the position of the hour and minute hand determine the time to the half hour? 2. How can I measure time to the half hour using a digital and analog clock? Hour-digital clock-analog clock-measure-o'clock-minute hand-hour handface Half hour-half past Resources Go Math (Chapter 9)
7 Unit 7 : Measuring Objects Measurement is a part of our everyday lives. How can I use non-standard units of measurement to determine the length of an object in my world? Correctly Measuring Objects (1-MD.1, 1-MD.2) 1. How can I use a non-standard measuring tool to measure objects? 2. How do I measure an object accurately without gaps or overlaps, and from end to end? Ordering and Comparing Objects (1-MD.1, 1-MD.2) 1. How can I use non-standard units to compare two or more objects? 2. How can I use measurement to order objects? 3. Why is it important to measure objects with the same unit when comparing the objects? 4. What can I learn from comparing lengths of objects? Measure-gaps-overlap-end to end-accurately, non-standard measuring tool Order-compare-non-standard unit-object-length Resources Go Math (Chapter 9), Investigations (Unit 5)
8 Unit 8 : Adding and Subtracting Two-Digit Numbers Two digit addition and subtraction can be solved in multiple ways. Why do I need to add and subtract two digit numbers in the real world? Strategies (1-NBT/4, 1-NBT.5, 2-NBT.7, 2-NBT.9) Place Value (1-NBT.4, 2-NBT.5, 2-NBT.7) Mental Math (1-NBT.5, 1-NBT.6, 1-NBT.4, 2NBT.8) 1. Why is the placement of a number in a two digit number important? 2. Why will decomposing a two digit number into tens and ones help me solve addition and subtraction problems? 3 How can I use what I know about adding or subtracting two digit numbers to add or subtract three digit numbers? 1. How do I use models and drawings to help me add and subtract two digit numbers? 2. How can I use the empty number line to help me solve two digit addition and subtraction problems? 3. How can I use the hundreds chart to help me add and subtract two digit numbers? 4. How will the strategies that I learned for adding and subtracting two digit numbers help me solve problems with three digits? 1. How can I mentally find 10 more or 10 less without counting? 2. How can decomposing tens and ones help me solve two digit addition and subtraction problems mentally? 3. How can I Use base ten manipulatives, number lines or hundreds charts to model finding 10 more or 10 less? 4.How can I use place value and skip counting to move forward or back by How can I use what I know about mentally adding or subtracting 10 to help me mentally add or subtract 100? Vocabualry Placement-decompose-tens place-ones place Empty number line(24+32 on an empty number line, start at 32 move 10 (42), move 10 (52), move 4 land on (56). Students can use the line to move by 2's, 5's, 10's etc. based on their level of understanding. Mental math-more-less-skip counting Resources Go Math (Chapter 8), Investigations (2nd grade Unit 8)
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