First Grade Mathematics Curriculum Guide Plainwell Community Schools. Topic Pacing EnVision Math Lessons Common Core State Standards Topic 1


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1 First Grade Mathematics Curriculum Guide Plainwell Community Schools Topic Pacing EnVision Math Lessons Common Core State Standards Topic 1 Understanding 10 Days September 11: Spatial Patterns for Numbers to : Making 6 and 7 13: Making 8 14: Making 9 15: Introducing Addition Expressions and Number Sentences 16: Stories about Joining 17: Adding in Any Order 18: Problem Solving Use Objects 1.OA.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 +3 = 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.) Topic 2 Understanding 14 Days September / October 21: Finding Missing Parts of 6 and 7 22: Finding Missing Parts of 8 23: Finding Missing Parts of 9 24: Introducing Subtraction Expressions and Number Sentences 25: Stories about Taking Away 26: Stories about Comparing 27: Stories about Missing Parts 28: All Kinds of Subtraction Stories 29: Connecting Addition and Subtraction 210: Connecting Models and Symbols 211: Problem Solving Act It Out 1.OA.4 Understand subtraction as an unknownaddend problem. and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13). 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
2 Topic 3 Five and Ten 7 Days October 31: Representing Numbers on a TenFrame 32: Recognizing Numbers on a TenFrame 33: Parts of : Finding Missing Parts of : Problem Solving Make a Table 1.OA.4 Understand subtraction as an unknownaddend problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. 1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). Topic 4 Addition and Subtraction Facts to 13 Days October / November 41: Adding with 0, 1, 2 42: Doubles 43: Near Doubles 44: Facts with 5 on a TenFrame 45: Making 10 on a TenFrame 46: Subtracting with 0, 1, 2 47: Thinking Addition 48: Thinking Addition to 8 to Subtract 49: Thinking Addition to 12 to Subtract 410: Problem Solving Draw a Picture and Write a apart, and comparing, with unknowns in all positions, (e.g., by using to represent the problem). 1.OA.3 Apply properties of operations as strategies to add and subtract. 1.OA.4 Understand subtraction as an unknownaddend problem. 1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums.
3 Topic 5 Addition Facts to 11 Days November 51: Doubles 52: Doubles Plus 1 53: Doubles Plus 2 54: Problem Solving TwoQuestion Problems 55: Making 10 to Add 56: Making 10 to Add 9 57: Making 10 to Add 8 58: Adding Three Numbers 59: Word Problems with Three Addends 1.OA.2 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). 1.OA.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 +3 = 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. and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. Topic 6 Subtraction Facts to 9 Days December 61: Making 10 to Subtract 62: More with Making 10 to Subtract 63: Using Related Facts 64: Fact Families 65: Using Addition to Subtract 66: Subtraction Facts 67: Problem Solving Draw a Picture and Write a 1.OA.4 Understand subtraction as an unknownaddend problem. 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 = ). 1.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, =.
4 Topic 7 Counting and Number Patterns to 120 December 71: Making Numbers 11 to : Using Numbers 11 to : Counting by 10s to : Counting on a Hundred Chart 75: Using Skip Counting 76: Problem Solving Look for a Pattern 1.NBT.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.2.b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 1.NBT.2.c 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). Topic 8 Tens and Ones January 81: Counting with Groups of 10 and Leftovers 82: Numbers Made with Tens 83: Tens and Ones 84: Expanded Form 85: Ways to Make Numbers 86: Problem Solving Make an Organized List 1.NBT.2 Understand that the two digits of a twodigit number represent amounts of tens and ones. 1.NBT.2.a 10 can be thought of as a bundle of ten ones called a ten. 1.NBT.2.c 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). Topic 9 Comparing and Ordering Numbers to 7 Days January 91: 1 More, 1 Less; 10 More, 10 Less 92: Making Numbers on a Hundred Chart 93: Comparing Numbers with >, <, = 94: Ordering Three Numbers 95: Problem Solving Make an Organized List 1.NBT.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.3 Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 1.NBT.4 Add within 100, including adding a twodigit number and a onedigit number, and adding a twodigit number and 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 twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 1.NBT.5 Given a twodigit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
5 Topic 10 Adding with Tens and Ones February 101: Adding Groups of : Adding Tens on a Hundred Chart 103: Adding Tens to TwoDigit Numbers 104: Using Mental Math to Add Tens 105: Adding to a TwoDigit Number 106: Problem Solving Draw a Picture and Write a 1.NBT.4 Add within 100, including adding a twodigit number and a onedigit number, and adding a twodigit number and 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 twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Topic 11 Subtracting with Tens and Ones February 111: Subtracting Groups of : Subtracting Tens on a Hundred Chart 113: Subtracting Tens from TwoDigit Numbers 114: Using Mental Math to Subtract Tens 115: Subtracting from a TwoDigit Number 116: Problem Solving Draw a Picture and Write a 1.NBT.6 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. Topic 12 Length March 121: Comparing and Ordering by Length 122: Indirect Measurement 123: Using Units to Estimate and Measure Length 124: More Measuring Length 125: Problem Solving Use Reasoning 126: Measuring Using Different Units 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. 1.MD.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 samesize 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. Topic 13 6 Days March 131: Understanding the Hour and Minute Hands 132: Telling and Writing Time to the Hour 133: Telling and Writing Time to the Half Hour 134: Problem Solving Use Data from a Table 1.MD.3 Tell and write time in hours and halfhours using analog and digital clocks. Topic 14 Using Data to Answer 9 Days April 141: Using Data from Real Graphs 142: Using Data from Picture Graphs 143: Using Data from Bar Graphs 144: Collecting Data Using Tally Marks 145: Making Real Graphs 146: Making Picture Graphs 147: Problem Solving Make a Graph 1.MD.4 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.
6 Topic Days April / May 151: Identifying Plane Shapes 152: Problem Solving Make an Organized List 153: Properties of Plane Shapes 154: Building with Shapes 155: Making New Shapes from Shapes 156: Identifying Solid Figures 157: Flat Surfaces and Vertices 158: Sorting Solid Figures 159: Building with Solid Figures 1510: Problem Solving Use Reasoning 1.G.1 Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 1.G.2 Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) 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. Topic 16 Fractions of 6 Days May 161: Making Equal Parts 162: Describing Equal Parts of Whole Objects 163: Making Halves and Fourths of Rectangles and Circles 164: Problem Solving Draw a Picture 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. StepUp StepUp to Grade 2 10 Days May 2.G.2 Partition a rectangle into rows and columns of samesize squares and count to find the total number of them. 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.
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