1st Grade Mathematics - Pike County Schools

Working Document July 22, 2016 PCBOE

1st Grade Mathematics

Pike County Schools Standards Mastery Document


2 Back to Table of Contents

The Standards Mastery Document is designed for educators by educators as a resource and tool to help educators increase their depth of understanding of the Common Core Standards. This document will enable teachers to plan College & Career Ready curriculum and classroom instruction that promotes inquiry and higher levels of cognitive demand.

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.

8 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.




Table of Contents

Operations and Algebraic Thinking

4

Numbers Base Ten

16

Measurement and Data

23

Geometry

29





Standard: CCSS.Math.Content.1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1 Enduring Skills:

MP 1: Make sense of problems and persevere in solving them. MP 2: Use quantitative reasoning.

Know: What content does the

student need to know to demonstrate this standard? Explore addition and subtraction with manipulatives to build their conceptual understanding (e.g., snap cubes, subitizing cards, tens frames, hundreds charts, number lines and empty number lines)

Take apart and combine numbers in a wide variety of ways

Make sense of quantity and be able to compare numbers

Do: What skill must the student

demonstrate? Model addition and subtraction word problems using objects, drawings, and equations with unknown numbers in different positions.

Solve addition and subtraction word problems using objects, drawings, and equations

Solve word problems with unknown numbers in different positions (e.g., 6 + = 8, + 2 = 8, 6 + 2 = __). **The equal sign means “is the same as” but most primary students believe the equal sign tells you that the “answer is coming up” to the right of the equal sign. This misconception is over-generalized by only seeing

Mastery: How does the student

demonstrate the learning of the standard?

Solve word problems with unknown numbers in different positions (e.g., 5 + = 13, + 8 = )__

Use flexible thinking strategies to develop the understanding of the traditional algorithms and their processes

Apply the knowledge of addition and subtraction to choose the most efficient strategy to solve a problem

Explain their reasoning in choosing a strategy to solve a problem **A second misconception that many students have is to assume that a key word or phrase in a problem suggests the same operation will be used every time. For example,

http://www.corestandards.org/Math/Content/1/OA/A/1/





examples of number sentences with an operation to the left of the equal sign and the answer on the right. First graders need to see equations written multiple ways, for example 5 + 7 = 12 and 12 = 5 + 7.

assuming that the word left always means that subtraction must be used to find a solution. Providing problems where key words like this are used to represent different operations is essential. For example, the use of the word left in this problem does not indicate subtraction as a solution method: Seth took the 8 stickers he no longer wanted and gave them to Anna. Now Seth has 11 stickers left. How many stickers did Seth have to begin with? Students need to analyze word problems and avoid using key words to solve them.




Operations and Algebraic Thinking Standard: CCSS.Math.Content.1.OA.A.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. Enduring Skills: MP 1: Make sense of problems and persevere in solving them. MP 4: Model with mathematics.


student need to know to demonstrate this standard? Add and subtract with sums to 10 Count on (one more, two more

Decompose a number in order to use a ten

Use doubles

Model addition and subtraction word problems using objects, drawings, and equations with unknown numbers in different positions.


demonstrate? Use mental strategies (e.g., count on, make a ten) to add or subtract numbers within 20 with ease.

Add three whole numbers whose sum is less than or equal to 20.

Ability to begin to apply counting strategies to develop automatic recall

Be able to state what is happening in the problem

Identify what they are looking for in each problem situation

Solve word problems with three whole numbers using objects, drawings, and equations.


demonstrate the learning of the standard? Use and explain meaningful strategies used in problem solving (partners, small groups, whole class)

Add numbers in any order and be able to identify the most efficient way to solve the problem

Solve a variety of addition and subtraction word problems






Operations and Algebraic Thinking Standard: CCSS.Math.Content.1.OA.B.3 Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) Enduring Skills: MP 2: Reason abstractly and quantitatively.

MP 7 : Look for and make use of structure


student need to know to demonstrate this standard? Be able to recall basic addition/subtraction facts How to make a ten


demonstrate? Use representations to solve addition and subtraction problems and Write equations for the problems they have modeled


demonstrate the learning of the standard? Given specific situations (such as changing the order of the addends, adding or subtracting 0, or looking for tens when adding more than two numbers), students describe patterns and make generalizations *The order of the addends does not change the total (commutative property) * When I add a number to 0, I get the number I started with (identity element for addition) * When I subtract 0 from a number, the number does not change (identity element for subtractions)

To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 =




2 + 10 = 12. (Associative property of addition.)

Explain reasoning to others when solving problems using these properties. *Although subtraction is not commutative, it is VERY important not to contribute to a potential misconception by saying that you cannot take a larger number from a smaller number. It is appropriate to say 8 – 5 ≠ 5-8





Standard: CCSS.Math.Content.1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8. Enduring Skills: MP 2 : Reason abstractly and quantitatively MP 4: Model with mathematics

MP 7: Look for and make use of structure


student need to know to demonstrate this standard? Be able to count on /count back Recall basic addition/subtraction facts How to make a ten using a ten frame Know how to compare quantities. Focus on the meaning of 0 objects and 0 as a number.


demonstrate? Use representations to model related addition and subtraction facts using objects, pictures, numbers, and words Identify parts of an addition problem using the terms addend, missing addend, total Ability to apply the strategy to think addition rather than take away: Rather than 9 - 6 = ___ ask how many would you add to six to equal nine?


demonstrate the learning of the standard? Give an example and explain how a subtraction equation can be rewritten as an addition equation.

Ability to connect addition to subtraction (Inverse Operation)

Explain problem solving reasoning to partner, small group, teacher, or class utilizing correct terminology. Use concrete models with manipulatives to find the unknown

Rewrite a subtraction equation as an addition equation with a missing addend

http://www.corestandards.org/Math/Content/1/OA/B/4/

http://www.corestandards.org/Math/Content/1/OA/B/4/




Operations and Algebraic Thinking Standard: CCSS.Math.Content.1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Enduring Skills: MP 8: Look for and express regularity in repeated reasoning


student need to know to demonstrate this standard? Use a variety of materials to continue to work on counting strategies to find sums and differences of basic facts through sums of 10. Add by counting all, counting on, and recognizing the +1 means the next number and the +2 means the next number in the counting sequence.

Count on starting with larger addend & Counting back


demonstrate? Subtract by counting back, counting up from, and recognizing the -1 means the number before, and -2 means the number that is two numbers before in the counting sequence. Be able to differentiate when it is appropriate to count on or to count back


demonstrate the learning of the standard? Look for and describe patterns as they use counting strategies, including for which facts counting is efficient. Explain their thinking using a counting strategy for finding the answer to an addition or subtraction fact with sums to 10.

http://www.corestandards.org/Math/Content/1/OA/C/5/





Standard: CCSS.Math.Content.1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Enduring Skills: MP 2 : Reason abstractly and quantitatively MP 6: Attend to precision. MP 7: Look for and make use of structure.


student need to know to demonstrate this standard? Fluently add and subtract within 10 Add and subtract by counting on or counting back (e.g. 1 + 5 = 6, 7 - 5 = 2)

Add and subtract by making 10. (e.g. 7 + 3 = 10, 10 - 6 = 4)


demonstrate? Add and subtract by using doubles (or halves). (e.g. 4 + 4 = 8, 6 - 3 = 3)

Add and subtract by adding 10. (e.g. 5 + 10 = 15, 17 - 10 = 7


demonstrate the learning of the standard? Explain their strategy for finding the answer to an addition or subtraction fact with sums to 10, using objects, pictures, words, and numbers. Fluently add and subtract to 10. **Students ignore the need for regrouping when subtracting with numbers 0 to 20 and think that they should always subtract a smaller number from a larger number. For example, students solve 15 – 7 by subtracting 5 from 7 and 0 (0 tens) from 1 to get 12 as the incorrect answer. Students need to relate their understanding of place-value






concepts and grouping in tens and ones to their steps for subtraction. They need to show these relationships for each step using mathematical drawings, ten-frames or base-ten blocks so they can understand an efficient strategy for multi-digit subtraction.




Operations and Algebraic Thinking Standard: CCSS.Math.Content.1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2 Enduring Skills: MP 2: Reason abstractly and quantitatively MP 6: Attend to precision. MP 7: Look for and make use of structure


student need to know to demonstrate this standard? Compare quantities as less than, more than or same as Know how to add and subtract within 10


demonstrate? Explain that the equal sign means "same as."

Compare the value of both sides of an equation and determine whether the equation is true or false.

Knowledge that the quantities on both sides of the equation are equal in value

Knowledge that an equal sign represents the relationship between two equal quantities

Transition to mathematical symbols instead of concrete objects


demonstrate the learning of the standard? After writing their equations, justify their thinking, using concrete materials or words to show that both sides of the equation show the same amount

Given a variety of correct and incorrect equations, students identify which are true and which are false and justify their thinking.

**Many students think that the equals sign means that an operation must be performed on the numbers on the left and the result of this operation is written on the right. They think that the equal sign is like an arrow that means becomes and one number cannot be alone on the left. Students often ignore the equal sign in equations that are written in

http://www.corestandards.org/Math/Content/1/OA/D/7/





a nontraditional way. For instance, students find the incorrect value for the unknown in the equation 9 =∆ - 5 by thinking 9 – 5 = 4. It is important to provide equations with a single number on the left as in 18 = 10 + 8. Showing pairs of equations such as 11 = 7 + 4 and 7 + 4 = 11 gives students experiences with the meaning of the equal sign as is the same as and equations with one number to the left. Students also need to see equations such as 8 = 8 and 8 = 8 + 0.




Operations and Algebraic Thinking Standard: CCSS.Math.Content.1.OA.D.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, 6 + 6 = _. Enduring Skills: MP 1: Make sense of problems and persevere in solving them

MP 2: Reason abstractly and quantitatively MP 6: Attend to precision. MP 7: Look for and make use of structure


student need to know to demonstrate this standard? Counting on/counting back How to use the commutative property Decompose a number leading to a 10 How to use doubles Relate addition and subtraction Ability to represent the problem in multiple ways including drawings and or objects/manipulatives (e.g., counters, unifix cubes, Digi-Blocks, number lines)


demonstrate? After solving various problems using concrete materials, write equations to represent their work symbolically. Solve for the unknown in various positions in addition and subtraction equations when two out of three numbers in the equation are given..


demonstrate the learning of the standard? Ability to take apart and combine numbers in a wide variety of ways

Explain how they found the unknown value in an equation.






Number Base Ten Standard: CCSS.Math.Content.1.NBT.A.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.

Enduring Skills: MP 4: Model with mathematics MP 7: Look for and make use of structure MP 8: Look for and express regularity in repeated reasoning


student need to know to demonstrate this standard? Count to 100 from any number Read and write a number to 100

Explore visual representations of numerals, matching a visual representation to a set to a numeral


demonstrate? Count to 120 from any number Read and write a number up to 120

Represent one-to-one correspondence/match with concrete materials

Ability to represent numerals in a variety of ways, including tracing numbers, repeatedly writing numbers, tactile experiences with numbers (e.g., making numbers out of clay, tracing them in the sand, and writing on the white board or in the air)



Produce the standard list of counting words in order

Label a set of objects up to 120 with the written numeral Recognize and explain patterns with numerals on a hundreds chart Understand that the place of digit determines its value

*For example, students recognize that 24 is different from and less than 42. Explain their thinking with a variety of examples.

http://www.corestandards.org/Math/Content/1/NBT/A/1/

http://www.corestandards.org/Math/Content/1/NBT/A/1/




Number Base Ten Standard: CCSS.Math.Content.1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: CCSS.Math.Content.1.NBT.B.2.a

10 can be thought of as a bundle of ten ones — called a "ten."

CCSS.Math.Content.1.NBT.B.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.

CCSS.Math.Content.1.NBT.B.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).

Enduring Skills: MP 2 : Reason abstractly and quantitatively. MP 7: Look for and make use of structure. MP 8: Look for and express regularity in repeated reasoning


student need to know to demonstrate this standard? Represent 10 as ten ones

Ability to count by tens and ones

Ability to use base ten manipulatives (e.g., base ten blocks, Digi-Blocks, Unifix Cubes, ten frames, interlocking base ten blocks) to represent two-digit numbers & to build and compare ten ones and ten


demonstrate? Represent numbers 11 to 19 as a ten and some ones.

Knowledge of the connection between numerals, words, and quantities

Knowledge that two-digit numbers are composed of bundles of tens and leftover ones such as 1 ten (a bundle) and 10 ones. **Give students a two-digit number and ask them to represent the number using base-ten blocks, unifix cubes, digit-blocks. Look for the


demonstrate the learning of the standard? Represent multiple sets of ten using number names (2 tens is 20).

Explain the value of each digit in a two-digit number (place value).

Describe groupings using place value terms such as 17 is 1 ten and 7 ones

Decompose numbers in different ways (i.e., 46 can be 4 tens and 6 ones (identified in the standard) or it can be 3

http://www.corestandards.org/Math/Content/1/NBT/B/2/


http://www.corestandards.org/Math/Content/1/NBT/B/2/a/

http://www.corestandards.org/Math/Content/1/NBT/B/2/a/

http://www.corestandards.org/Math/Content/1/NBT/B/2/b/

http://www.corestandards.org/Math/Content/1/NBT/B/2/b/

http://www.corestandards.org/Math/Content/1/NBT/B/2/c/

http://www.corestandards.org/Math/Content/1/NBT/B/2/c/




representation of the tens as the actual number of tens not a single block to represent a ten. If a student shows 38 as 3 single unifix cubes and 8 unifix cubes, they have not made the connection between tens and ones.

tens and 16 ones, 2 tens and 26 ones, etc)

Explore multiples of ten with no ones left over (40 is 4 groups of ten with no ones left over.)

Describe the decade numbers using words that include numbers of groups of 10 such as 30 is 3 tens. **Students should be able to show you a number that is between 42 and 62. Watch to see if the students understand the values of those numbers.




Number Base Ten Standard: CCSS.Math.Content.1.NBT.B.3

Compare two two-digit numbers based on meanings of the tens and ones digits, recording the

results of comparisons with the symbols >, =, and <.

Enduring Skills: MP 2 : Reason abstractly and quantitatively. MP 7: Look for and make use of structure.


student need to know to demonstrate this standard? Compare numbers to 100 with or without symbols using the terms less, greater, or equal (same) Use base ten manipulatives to represent the numbers and model the comparison of their values


demonstrate? Determine when a two-digit number is greater than, less than, or equal to another two-digit number.

Represent their reasoning about the comparison of two two- digit numbers using pictures, numbers, and words

Apply their understanding of the value of tens and ones in order to compare the magnitude of two numbers

Use ordinarily to compare the placement of the numbers on the number line or 100s chart (1st, 2nd, etc...)


demonstrate the learning of the standard? Record the comparison using the symbols >, <, and =.

Explain why a two-digit number is greater than, less than, or equal to another two-digit number

Use ordinarily to compare the placement of the numbers on the number line or 100s chart (1st, 2nd, etc...)

**The use of the learning aids must be accompanied by the connection to the names: <Less Than, > Greater Than, and = equal to ** Students need to begin to develop the understanding of what it means for one number to be greater than another. At first grade, it means that this number has more tens, or the same number of tens, but with more ones, making it greater.






Number Base Ten Standard: CCSS.Math.Content.1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a 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 two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten Enduring Skills: MP 7: Look for and make use of structure.


student need to know to demonstrate this standard? Basic addition facts How to use concrete materials to compose numerals to 100 Counting on/making tens/doubles Multiples of 10 Addition and subtraction families Knowledge of place value


demonstrate? Model addition examples with sums to 100 using concrete materials, pictures, and lastly numerals. Make estimates to determine if an answer is reasonable


demonstrate the learning of the standard? Use mental computation strategies to develop conceptual understanding and number sense around adding one and two digit numbers Explain reasoning for choosing a certain strategy (expanded form, partial sum, traditional algorithm, etc...) Determine how/when to regroup (compose tens from ones) using concrete representations and connecting with symbolic notation

http://www.corestandards.org/Math/Content/1/NBT/C/4/





Number Base Ten Standard: CCSS.Math.Content.1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used Enduring Skills: MP 3: Construct viable arguments and critique the reasoning of others.


student need to know to demonstrate this standard? Finding one more or one less using concrete materials such as a number line or hundred chart Count by tens Knowledge of fact families Ability to model addition using base ten manipulatives


demonstrate? Skip count by tens Mentally find 10 more for any two-digit number (e.g., 32 + 10 = 42)

Mentally find 10 less for any two-digit number (e.g., 32 - 10 = 22)


demonstrate the learning of the standard? Explain why the tens digit increase or decreases by 1 when 10 is added or subtracted using place value understanding and/or patterns on a hundred chart






Number Base Ten Standard: CCSS.Math.Content.1.NBT.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (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. Enduring Skills : MP 4: Model with mathematics MP 7: Look for and make use of structure.


student need to know to demonstrate this standard? Use base ten manipulatives, number lines or hundreds charts to model finding 10 less

Addition and subtraction fact families

Skip counting by tens


demonstrate? Subtract a multiple of 10 from a multiple of 10. (e.g., subtract 90 - 40)


demonstrate the learning of the standard? Explain my strategy for subtracting a multiple of 10 from a multiple of 10. Explain how subtracting by a multiple of ten is related to subtracting the tens digit







Standard: 1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third

object.

Enduring Skills: MP 4: Model with mathematics MP 5: Use appropriate tools strategically MP 6: Attend to precision


student need to know to demonstrate this standard?

Recognize when an object is longer or shorter than another object.

Compare the length of two objects


demonstrate?

Organize three objects by length in order from shortest to longest

Compare the lengths of two objects by using a third object

Use measurement vocabulary to first estimate, describe, and then compare the measurable attributes

Mastery: How does the

student demonstrate the learning of the standard?

Order 3 object into least to greatest by length (using non-standard/ standard units)

Concept of transevity

**

(e.g. the understanding that if the length of object A is longer than the length of object B and the length of object B is longer than the length of object C, then the length of object A is longer than the length of object C)

http://www.corestandards.org/Math/Content/1/MD/A/1/





Standard: 1.MD.A.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 o

bject is the number of same

size 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.

Enduring Skills:

MP 4: Model with mathematics



Directly compare two objects with a measurable attribute in common

Describe objects using length and width

Knowledge that length is the distance between the two endpoints of an object


demonstrate?

Report the length of an object as the total number of shorter objects it takes to span the longer object without gaps and overlaps

Represent the length of the longer object with a whole number



Explain how to use a shorter object to measure the length of a longer object and explain why it is important to avoid gaps and overlaps.

Learn that the smaller the unit, the more units will be needed to measure the object




Ability to identify a unit of measure

Knowledge of nonstandard (e.g., paperclips, eraser length, toothpicks)as well as standard units of measurement

Measure numerous items with different sizes of nonstandard units





Standard: 1.MD.B.3

Tell and write time in hours and half-hours using analog and digital clocks.

Enduring Skills: MP 4: Model with mathematics MP 5: Use appropriate tools strategically


student need to know to

demonstrate this standard?

Do: What skill must the student demonstrate?



How to count

consecutively to 60

How to skip count by 5's

How to count on a

number line

Identify a digital and an analog

clock.

Match time on a digital clock with

that on an analog clock

Identify the hours and minutes

on a digital and analog clock

Tell how many minutes are in

an hour

Explain why30 minutes is a half-

hour equate a number line

Look at the time on an analog

clock (when the hour hand is

points to12 or 6), say what

time it is, and write the time

as it would appear on a digital

clock.

Look at the time on a digital

clock (when the minutes is

displayed as:00or:30), say

what time it is, and write the

time as it would appear on an

analog clock

Write the time and to12 with

the face of a clock

Draw in the hands on an

analog clock when someone

tells me what time it is (when

http://www.corestandards.org/Math/Content/1/MD/B/3/




time is stated as "_o'clock"

or"_thirty" or "halfpast _).

Apply knowledge

of fractional wholes and

halves to telling time





Standard: 1.MD.C.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.

Enduring Skills: MP 1: Make sense of problems and persevere in solving them MP 4: Model with mathematics MP 6: Attend to precision MP 7: Look for and make use of structure



Sort objects Use descriptive words to describe how collections have been sorted


demonstrate?

Sort & Organize Data in up to three categories

Answer questions about the total number of data points and how many data points are in each category.

Use appropriate vocabulary such as most, least, more than, less than, and similar comparison words



Answer questions such as: how many more or less in one category than in another such as “Which category has less? Which category has more? What is the favorite snack of our class? How many more stickers does Sam have than John?

Display data in appropriate graph/chart, such as a picture graph

Analyze and interpret the data both verbally and in writing.

http://www.corestandards.org/Math/Content/1/MD/C/4/




Geometry

Standard: CCSS.Math.Content.1.G.A.1

Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-

defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess

defining attributes.

Enduring Skills: MP 1: Make sense of problems and persevere in solving the MP 3: Construct viable arguments and critique the reasoning of others MP 4: Model with mathematics


student need to know to demonstrate this standard? Identify, draw, and describe shapes: squares, rectangles, circles, triangles, hexagons, etc...


demonstrate? Construct and draw a two dimensional shape when given defining attributes

Verbally describe shapes such as: "I know this shape is a square because it has four sides and is the same length."

Review previously learned vocabulary along with the new terms open and closed figure


demonstrate the learning of the standard? Explain the difference between defining attributes (e.g., sides, angles, faces) and non-defining attributes (e.g., color, orientations, overall size).

http://www.corestandards.org/Math/Content/1/G/A/1/





Geometry

Standard: CCSS.Math.Content.1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional 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. Enduring Skills: MP 1: Make sense of problems and persevere in solving them MP 2: Reason abstractly and quantitatively. MP 4: Model with mathematics MP 5: Use appropriate tools strategically. MP 7: Look for and make use of structure


student need to know to demonstrate this standard? Identify two-dimensional and three-dimensional shapes


demonstrate? Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) to create a composite shape.

Compose three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape.


demonstrate the learning of the standard? Use concrete manipulatives (e.g., pattern blocks, attribute blocks, cubes, rectangular prisms, cones, cylinders, geoboards, paper & pencil,) to create composite shapes from 2 or 3 dimensional shapes

Identify the composite shape as well as the names of each shape that forms it

Students will know to flip, turn, and/or rotate shapes to form composite shape






Geometry

Standard: CCSS.Math.Content.1.G.A.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. Enduring Skills: MP 1: Make sense of problems and persevere in solving them MP 3: Construct viable arguments and critique the reasoning of others MP 4: Model with mathematics MP 6: Attend to precision MP 8: Look for and express regularity in repeated reasoning


student need to know to demonstrate this standard? How to half (divide) shapes/objects into equal parts or fair shares Knowledge that the whole or unit has been partitioned into equal– sized portions or fair shares

Model halves and fourths with concrete materials


demonstrate? Partition (divide) a circle and rectangle into two and four equal parts.

Describe the equal 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.

**lays the foundation for fractions


demonstrate the learning of the standard? Describe the whole by the number of equal parts (e.g., two halves make a whole).

Explain that decomposing the more equal parts in a circle or rectangle, the smaller the parts

Explain that a shape (rectangle) can be partitioned into two equal triangles and that the same triangles can be composed to form the original triangle.



Documents

1st Grade Mathematics - Pike County Schools