Jefferson County School’s 2015-16 1st Grade Math ... · PDF fileJefferson County School’s 2015-16 1st Grade Math Curriculum Roadmap 1 . Content Focus. instruction; not a mandate

Jefferson County School’s 2015-16 1st Grade Math Curriculum Roadmap

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What is the purpose of a Curriculum Guide?

To improve student achievement and math instruction by identifying specifically what our math standards mean and what student should know and be able to do. These documents also provide teachers with a recommended timeline for

teaching and assessing grade level math standards.

What are the components of our K-5 Math Curriculum Roadmaps?

Standards for Mathematical Practice

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.

College and Career Standards for Mathematics

Content Standards describe the knowledge and skills that students should attain, often called the "what" of "what students should know and be able to do."

Content Focus The content focus specifies the learning expectations to be met by students at each grade level and in the major high school courses.

Investigations Unit The Curriculum Resources reflect where lessons for particular standards are located in the textbook as well as other supplemental materials.

Essential Questions Questions to help teachers focus on key mathematical concepts within the unit or lesson.

Depth of Knowledge DOK levels are identified to help teachers align the cognitive demands of standards with the cognitive demands of assessments.

Student Learning Targets The student learning target focuses the knowledge and skills that students should know and be able to do.

Additional Resources The Additional Resources listed under Curriculum Resources are a starting point for instruction; not a mandate limiting instructional materials.

Key Vocabulary Key vocabulary may include content as well as standards/test vocabulary. Vocabulary development is critical to academic success. It is important that students are exposed daily to new content vocabulary and standards-based vocabulary.

Assessment of Standards Recommended timeline for pacing and assessment of grade level standards.

1st Grade Math Curriculum Road Map Jefferson County Schools 2015- 2016

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Addition and Subtraction to 10 Essential

Questions Standards Standard and Student Learning Targets Content Focus Curriculum Resources

How can I use place value to count, read,

write and represent

numbers to 120?

How can I use

objects drawings and equations to solve word problems?

How do I use strategies of counting on,

counting back, counting all, taking from

and comparing to solve

problems?

How can I use fact families to

help me add

1.NBT.1 (DOK 1, 2)

Extend the counting sequence Count to 120 starting at any number less than 120. In this range, and write numerals and represent a number of objects with a written numeral. Student Learning Target (s): • I can write numerals up to 120. • I can write a numeral to represent a number of

objects. • I can count to 120 starting with a given number. • I can read the numerals up to 120.

Students are able to: • Produce the standard list of counting words in

order. • Represent one-to-one correspondence with

concrete materials. • Read and write numeral to 120.

Unit 1: How Many of Each? Inv. 1-4 & 2.5 A (*CC Unit)

Additional Resources:

https://grade1commoncoremath.wikispaces.hcpss.org/Grade+1+Ho

me

http://www.k-5mathteachingresources.com/1st-

grade-number-activities.html

Sums and Differences Math Module (New York)

Key Vocabulary

doubles, commutative property-order, identity property of 0, fact families, subtracting all, counting

back, taking from, guess and check

Additional Resources: http://www.k-

1.NBT.2 (DOK 2)

1.NBT.2a

1.NBT.2b

1.NBT.2c (DOK 2)

Understand place value

Understand that the two digits of a two-digit number represent amounts of tens and ones.

Student Learning Target (s): • I can identify the tens and ones places. • I can identify the value of each digit in a two-

digit number. Understand the following as special cases: 10 can be thought of as a bundle of ten ones -- called a “ten.” Understand the following as a special case: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Understand the following as a special case: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine

Students are able to: • Use base ten manipulatives to represent the

numbers and model the comparison of their values.

• Compare the placement of the numbers on the number line or 100s chart.

• Knowledge of the symbols >, =, < and their meaning.

https://grade1commoncoremath.wikispaces.hcpss.org/Grade+1+Home



http://www.k-5mathteachingresources.com/1st-grade-number-activities.html



http://www.k-5mathteachingresources.com/support-files/wordproblemswith3addends.pdf


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and subtract fluently?

tens (and 0 ones). Student Learning Target (s): • I can represent 10 as ten ones. • I can represent numbers 11 to 19 as a ten and

some ones. • I can represent multiple sets of ten using

number names (2 tens is 20). • I can explain the value of each digit in a two-

digit number (place value).

5mathteachingresources.com/support-files/wordproblemswith3addends.pdf http://www.k-5mathteachingresources.com/support-files/math-fact-sort.pdf http://www.k-5mathteachingresources.com/support-files/numbersentencematch.pdf

1.OA.2 (DOK 2)

Represent and solve problems involving addition and subtraction. 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. Student Learning Target (s): • I can solve three number word problems using

pictures, objects, drawings, and equations.

Students are able to: • Add numbers in any order and be able to

identify the most efficient way to solve the problem.

• Explain and justify solutions and solution paths using connections among a variety of. representation (e.g., objects, drawings, and equations with a symbol for the unknown number).

• Efficiently apply strategies for solving multiple addend problems.

• Accurately compute sums. 1.OA.3 (DOK 2)

Understand and apply properties of operations and the relationship between addition and subtraction. Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1-OA3] 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). Student Learning Target (s): • I can show that adding zero to any number does

not change the number.

Students are able to: • Strategically and efficiently apply properties of

addition in order to find sums. • Understand the order in which addends are

joined doesn’t change the sum. • Understand that numbers may be composed

or decomposed in a variety of ways.

http://www.k-5mathteachingresources.com/support-files/math-fact-sort.pdf



http://www.k-5mathteachingresources.com/support-files/numbersentencematch.pdf





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• I can show that changing the order of the addends does not change the answer.

• I can show when adding three numbers in any order, the answer does not change.

• I can use strategies to add and subtract.

1.OA.6 (DOK 2)

Add and subtract within 20. 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). [1-OA6] Student Learning Target (s): • I can find my answer to addition and subtraction

problems using different strategies.

Students are able to: • Use an efficient strategy (e.g. recall, doubles,

derived facts, counting on 1 or 2, close to doubles) to name the sum.

• Use an efficient strategy (e.g., counting with tracking, counting back to, derived facts) to name the difference in the two numbers.

• Understand that an efficient application of computation strategies is based on the numbers in the problems, their relative sizes, and the relationship of the desired sum or difference to known sums and differences.

Standards: 1.NBT.1, 1.NBT.3, 1.OA.2, 1.OA.3, 1.OA.6


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Addition and Subtraction to 20

Essential Questions

Standard Standard Description and Learning Targets

Content Focus Curriculum Resources

How do I solve word problems with the unknown in all positions? How do I use the associative property to solve word problems with three addends?

1.NBT.1 (DOK 1, 2)

Extend the counting sequence Count to 120 starting at any number less than 120. In this range, and write numerals and represent a number of objects with a written numeral. Student Learning Target (s): • I can add multiples of tens to a number. • I can subtract multiples of ten to a number.


order • Represent one-to-one correspondence with

concrete materials • Read and write numeral to 120

Unit 3: Solving Story Problems Inv. 1- 4 & 1.10A

Additional Resources: https://grade1commoncoremath.wikispaces.hcpss.org/Grade+1+Home http://www.engageny.org/sites/default/files/resource/attachments/g1-m2-full-module.pdf http://www.k-5mathteachingresources.com/1st-grade-number-activities.html

Key Vocabulary Addition, sum, joining, addend, plus,

counting all, all together, total unknown, change unknown, addend

unknown, difference, subtraction, minus, equal sign, symbol, subtracting

all, fact family,

1.OA.1 (DOK 2)

Represent and solve problems involving addition and subtraction 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. • I can solve addition and subtraction word

problems for numbers 1 through 20 using pictures, objects, and drawings.

• I can solve a word problem by adding 3 numbers in different ways.

• Represent the problem in multiple ways including drawings and or objects/manipulatives

• Take apart and combine numbers in a wide variety of ways

• Make sense of quantity and be able to compare numbers

• Use flexible thinking strategies to develop the understanding of the traditional algorithms

• Solve a variety of addition and subtraction word problems

• Use symbols to represent an unknown in an equation

1.OA.2 (DOK 2)

Represent and solve problems involving addition and subtraction 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. Student Learning Target (s): • I can solve three number word problems

Students are able to: • Add numbers in any order and be able to identify

the most efficient way to solve the problem • Explain and justify solutions and solution paths

using connections among a variety of representation (e.g., objects, drawings, and equations with a symbol for the unknown number).

• Efficiently apply strategies for solving multiple



http://www.engageny.org/sites/default/files/resource/attachments/g1-m2-full-module.pdf







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using pictures, objects, drawings, and equations.

addend problems. • Accurately compute sums.

1.OA.4 (DOK 2)

Understand and apply properties of operations and the relationship between addition and subtraction. Understand subtraction as an unknown-addend problem. [1-OA4] Example: Subtract 10 – 8 by finding the number that makes 10 when added to 8.] Student Learning Target (s): • I can understand fact families. • I can use fact families to find an unknown

addend. • I can solve subtraction problems to find the

missing number.

Students are able to; • Use a pictorial or physical model to explain the

connection between the subtraction problem and he related unknown addend equation.

• Use an efficient strategy (e.g., recall, doubles, counting on or back 1 or 2, make a ten, close to doubles, etc ) to name the sum or difference.

• Use symbols such as blanks, boxes, or letters to represent unknown quantities in equations.

• Use mathematical language to communicate the connections between an unknown difference problem and the related unknown addend problem.

Essential Questions: How can I use the “making tens” strategy to find the sum of three addends? How can I decompose numbers between 10 and 20 into one ten plus some ones to help me solve three addend

1.OA.5 (DOK 1, 2)

Add and subtract within 20. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1-OA5 Student Learning Target (s): • I can count on from numbers 1 to 20. • I can count back to subtract numbers one

through 20.

Students are able to: • Use modeling strategies (e.g. number lines,

counting objects) to justify solutions (both counting on and counting back) and show the relationship between counting, addition and subtraction.

• Effectively communicate justifications for sums and differences by relating the symbolic problems (equations) to appropriate models.

Additional Resources: http://www.ixl.com/math/grade-1/counting-forward-and-backward http://www.ixl.com/math/grade-1/skip-counting-patterns-with-tables http://www.k-5mathteachingresources.com/support-files/onemoreonthe10frame.pdf http://www.k-5mathteachingresources.com/support-files/math-fact-sort.pdf http://www.k-5mathteachingresources.com/support-files/numbersentencematch.pdf http://www.k-5mathteachingresources.com/support-files/trueorfalse.pdf

1.OA.6 (DOK 2)

Add and subtract within 20. 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). [1-OA6]




• Understand that an efficient application of computation strategies is based on the numbers in the problems, their relative sizes, and the relationship of the desired sum or difference to known sums and differences.

http://www.ixl.com/math/grade-1/counting-forward-and-backward

http://www.ixl.com/math/grade-1/counting-forward-and-backward

http://www.ixl.com/math/grade-1/skip-counting-patterns-with-tables

http://www.ixl.com/math/grade-1/skip-counting-patterns-with-tables

http://www.k-5mathteachingresources.com/support-files/onemoreonthe10frame.pdf









http://www.k-5mathteachingresources.com/support-files/trueorfalse.pdf




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addition problems? Why do I need to understand what the equal sign means? How can I use flexible thinking strategies to solve equations?

Student Learning Target (s): • I can find my answer to addition and

subtraction problems using different strategies.

http://www.k-5mathteachingresources.com/support-files/equalsums.pdf

1.OA.7 (DOK 3)

Work with addition and subtraction equations Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. [1-OA7] 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? Student Learning Target(s): • I can explain that the equal sign means "the

same". • I can compare the values on each side of the

equal sign.

Students are able to • Justify the truth of each statement using

mathematical justification. • Partition equal groups of numbers in different

ways. • Efficiently apply strategies for determining the

value of simple addition and subtraction mathematical phrases.

• Use strategies for comparing quantities less than 20,

• (including using relational thinking to show equality or inequality of mathematical phrases).

Standards: 1.NBT.1, 1.OA.1, 1.OA.2, 1.OA.4, 1.OA.5, 1.OA.6, 1.OA.7





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Interpreting Data

Essential Questions

Standards Standard Description and Learning Targets


December 1st –

December 19th

Essential Questions: How can I

use symbols to compare numbers?

How can I

use the data to answer

/ask question?

How can I

solve problem

situations using the strategy “make a graph?

1.NBT.1 (DOK 1, 2)

Extend the counting sequence Count to 120 starting at any number less than 120. In this range, and write numerals and represent a number of objects with a written numeral. Student Learning Target (s): • I can write numerals up to 120. • I can write a numeral to represent a number

of objects. • I can count to 120 starting with a given

number. • I can read the numerals up to 120.




Unit 4: What Would You Rather Be? Inv. 1-3 & Session 3.4A Additional Resources: https://grade1commoncoremath.wikispac

es.hcpss.org/Assessing+1.MD.4

Key Vocabulary ten frame, value, place, place value, ones, tens, hundreds, groups, bundles, models, represent, money, extra, digit, numeral,

quantity, teen number, ten blocks, number line, symbols, hundreds chart, less than, greater than, equal to, compare, graph, tally, picture graph, diagram, bar graph,

category, collect, least, greatest, interpret, information, more, less

1.NBT.2 (DOK 2)

1.NBT.2a

1.NBT.2b

1.NBT.2c (DOK 2)

Understand place value

Understand that the two digits of a two-digit number represent amounts of tens and ones.

Student Learning Target (s): • I can identify the tens and ones places. • I can identify the value of each digit in a two-

digit number. Understand the following as special cases: 10 can be thought of as a bundle of ten ones -- called a “ten.” Understand the following as a special case: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Understand the following as a special case: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer


numbers and model the comparison of their values

• Compare the placement of the numbers on the number line or 100s chart

• Knowledge of the symbols >, =, < and their meaning

https://grade1commoncoremath.wikispaces.hcpss.org/Assessing+1.MD.4

https://grade1commoncoremath.wikispaces.hcpss.org/Assessing+1.MD.4


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to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Student Learning Target (s): • I can represent 10 as ten ones. • I can represent numbers 11 to 19 as a ten

and some ones. • I can represent multiple sets of ten using

number names (2 tens is 20). • I can explain the value of each digit in a

two-digit number (place value). 1.MD.4 (DOK 2, 3)

Represent and interpret data Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many each category, and how many more or less are in one category than another. Student Learning Target(s): • I can organize data in up to 3 categories. • I can represent data in up to 3 categories. • I can interpret data in up to 3 categories. • I can ask and answer questions about data. • I can determine when a category has more

or less than another category.

Students are able to: • Organize and represent data with up to three

categories using physical objects, tally charts, pictographs, or bar graphs

• Interpret the data by asking and answering questions about the total number of data points, how many in each category, or how many more or less are in one category than in another.


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Standards: 1.NBT.1, 1.NBT.3, 1.MD.4

Measuring Length and Time & *Money Essential

Questions Standard Standard Description and Learning

Targets Content Focus Curriculum Resources

How do I measure and

object accurately

without gaps or overlaps, from end to

end?

How can I use measurement

to order objects?

What can I learn from comparing lengths of objects?

Why is it important to

understand the

1.MD.1 (DOK 2,3)

Measure lengths indirectly and by iterating length units. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Student Learning Target (s): • I can compare two lengths. • I can use standard units to measure. • I can use non standard units to measure. • I can put three objects in order by length.

Students: • Use three objects of different lengths to reason

and make direct comparisons in order to order them by length.

• Use a third object to indirectly determine which of the first two objects is longer and which is shorter.

• Know strategies for positioning a third object in correct length order to two objects which have already been ordered small to large.

Unit 5: Fish Lengths and Animal Jumps Inv. 1-2 (Skip Session 1.5) Additional Resources: http://www.k-5mathteachingresources.com/support-files/which-is-longest.pdf http://www.k-5mathteachingresources.com/support-files/scoop-and-order.pdf http://www.k-5mathteachingresources.com/support-files/measuringwithsticks.pdf http://www.k-5mathteachingresources.com/support-files/measuringwithcubes.pdf

Key Vocabulary measure, gaps, overlap, end to end,

non-standard, measuring tool, object, order, compare, length,

1.MD.2 (DOK 1, 2)

Measure lengths indirectly and by iterating length units 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 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. Student Learning Target (s): • I can use non-standard (e.g. paper clips,

pennies, post-it notes) items to measure the length of larger items.

• I can record my measurements.

Students: • Accurately measure length using non-standard

units (e.g., paper clip, Cuisenaire rods). • Use strategies for measuring length using

nonstandard units. • Understand that the length of the object is

expressed as the count of unit lengths needed to cover the same distance (end to end and with no gaps or overlaps).

http://www.k-5mathteachingresources.com/support-files/which-is-longest.pdf



http://www.k-5mathteachingresources.com/support-files/scoop-and-order.pdf



http://www.k-5mathteachingresources.com/support-files/measuringwithsticks.pdf



http://www.k-5mathteachingresources.com/support-files/measuringwithcubes.pdf




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values of coins?

1.MD.3 (DOK 1)

Tell and write time Tell and write time in hours and half-hours using analog and digital clocks. Student Learning Target (s): • I can tell write time in hours and half-hours

using analog and digital clocks.

Students: • Understand the function of the parts on a clock

(minute hand, hour hand) • Equate a number line to 12 with the face of a

clock • Match time on a digital clock with analog clock

Resources: http://www.k-5mathteachingresources.com/support-files/my-favorite-time-of-day.pdf http://www.k-5mathteachingresources.com/support-files/timebarriergame.pdf

Money Students identify coin-cent relationships building on their understanding of composing and decomposing numbers For example, students recognize 10 cents equals 1 dime and that when representing 20 cents, pennies can be composed as a bundle of 10 and replaced with a dime resulting in 2 dimes instead of 20 pennies. Student Learning Target (s): • I can tell the value of a penny, nickel, dime

and quarter.

Students recognize different coins and dollar bills based on their visual representations and describe coin-cent relationship to identify their monetary values.

Resources: http://www.k-5mathteachingresources.com/support-files/coincountingcup.pdf http://www.math-aids.com/Money/

Standards: 1.MD.1, 1.MD.2, 1.MD.3 & Money

http://www.k-5mathteachingresources.com/support-files/my-favorite-time-of-day.pdf



http://www.k-5mathteachingresources.com/support-files/timebarriergame.pdf



http://www.k-5mathteachingresources.com/support-files/coincountingcup.pdf



http://www.math-aids.com/Money/

http://www.math-aids.com/Money/


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alves, Fourths and Time

Essential Questions



Essential

Question(s): How can I

identify the attributes of 3D shapes?

How can I

use 2D shapes to help me

identify and make 3D shapes?

How can a shape be

divided into halves or fourths?

How can equal

parts be put together to

make a whole?

1.MD.3 (DOK 1)

Tell and write time Tell and write time in hours and half-hours using analog and digital clocks. Student Learning Target (s): • I can tell write time in hours and half-hours

using analog and digital clocks.

Students: • Understand the function of the parts on a clock

(minute hand, hour hand) • Apply knowledge of fractional wholes and halves

to telling time • Equate a number line to 12 with the face of a

clock • Match time on a digital clock with that on an

analog clock

Investigation 3A - *CC Unit Additional Resources: http://www.k-5mathteachingresources.com/support-files/my-favorite-time-of-day.pdf http://www.k-5mathteachingresources.com/support-files/timebarriergame.pdf http://www.k-5mathteachingresources.com/support-files/pattern-block-numbers.pdf http://www.k-5mathteachingresources.com/support-files/coverahexagon.pdf http://www.k-5mathteachingresources.com/support-files/fraction-pictures-1g3.pdf

Key Vocabulary cube, rectangular prisms, 3

dimensional, sphere, pyramid, whole, halves, quarters, fourths,

equal, parts, unequal

1.G.2 Reason with shapes and their attributes 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. Student Learning Target (s): • I can identify two-dimensional and three-

dimensional shapes. • I can create new shapes using two-

dimensional and/or three-dimensional shapes.

Students: • 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.

1.G.3 Reason with shapes and their attributes 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.

• Knowledge that the whole or unit has been partitioned into equal–sized portions or fair shares

• Ability to apply the concept of sharing equally with friends lays the foundation for fractional understanding.

• Ability to model halves and fourths with concrete materials







http://www.k-5mathteachingresources.com/support-files/pattern-block-numbers.pdf



http://www.k-5mathteachingresources.com/support-files/coverahexagon.pdf



http://www.k-5mathteachingresources.com/support-files/fraction-pictures-1g3.pdf




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Student Learning Target(s): • I can cut (divide) circles and rectangles into

two and four equal parts. • I can describe the equal parts of a circle and

rectangle with words (halves, fourth, quarters).

• I can describe that equal parts make up a whole. (e.g. 1/2 + 1/2 = 1 whole)

• I understand that if there are more equal parts the parts are smaller.

Standards: 1. MD.3, 1.G.2, 1.G.3


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Addition with 3 Addends

Essential Questions



Essential Questions:

How can I

organize and represent data in meaningful

ways?

How can I solve problem

situations using the

strategy “make a graph”?

How do I use

the associative property to

solve problems with three addends?

How can I use the “making

tens” strategy to find the sum

of three addends?

1.MD.4 (DOK 2, 3)

Represent and interpret data Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many each category, and how many more or less are in one category than another. Student Learning Target(s): • I can organize data in up to 3 categories. • I can represent data in up to 3 categories.

(CCSS: 1.MD.4) • I can interpret data in up to 3 categories. • I can ask and answer questions about data. • I can determine when a category has more or

less than another category.

Students are able to: • Organize and represent data with up to three

categories using physical objects, tally charts, pictographs, or bar graphs

• Interpret the data by asking and answering questions about the total number of data points, how many in each category, or how many more or less are in one category than in another.

Unit 6: Number Games and Crayon Puzzles & Sessions 1.8A, 1.8B & 2.6A * CC Unit Sessions 1.8A & 1.8B do not address standard 1.OA.2 1.OA.2 Resources: Additional Resources: http://www.k-5mathteachingresources.com/supportfiles/wordproblemswith3addends.pdf https://grade1commoncoremath.wikispaces.hcpss.org/Assessing+1.OA.2 http://www.ixl.com/math/grade-1/adding-three-numbers Additional Resources: Introduction to Place Value Through Addition and Subtraction Within 20

1.OA.2 (DOK 2)

Represent and solve problems involving addition and subtraction 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. Student Learning Target (s): • I can solve three number word problems

using pictures, objects, drawings, and equations.

Students are able to: • Add numbers in any order and be able to identify

the most efficient way to solve the problem. • Explain and justify solutions and solution paths

using connections among a variety of representation (e.g., objects, drawings, and equations with a symbol for the unknown number).

• Efficiently apply strategies for solving multiple addend problems.

• Accurately compute sums.

1.OA.3 (DOK 2)

Understand and apply properties of operations and the relationship between addition and subtraction. Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1-OA3]

Students are able to: • Strategically and efficiently apply properties of

addition in order to find sums. • Understand the order in which addends are joined

doesn’t change the sum. • Understand that numbers may be composed or

http://www.k-5mathteachingresources.com/supportfiles/wordproblemswith3addends.pdf




https://grade1commoncoremath.wikispaces.hcpss.org/Assessing+1.OA.2


http://www.ixl.com/math/grade-1/adding-three-numbers

http://www.ixl.com/math/grade-1/adding-three-numbers


16

How can I decompose

numbers between 10 and 20 into one ten plus some ones to

help solve three addend

addition problems?

How can concrete

models help me find the unknown?

How can I use fact families to

help me add and subtract? How can using an equal but

easier combination help me add and subtract

fluently?

Why should I be able to

represent an unknown

number in an equation with

a symbol?

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). Student Learning Target (s): • I can show that adding zero to any number

does not change the number. • I can show that changing the order of the

addends does not change the answer. • I can show when adding three numbers in any

order, the answer does not change. • I can use strategies to add and subtract.

decomposed in a variety of ways.

Key Vocabulary Graph, tally, picture graph, T-Graph,

Venn diagram, bar graph, most, least, fewest, same, different, category,

question, collect, compare, commutative property, fact family, counting all, counting back, model,

concrete model, relationship, compose, counting on, decompose,

near doubles, plus one-doubles, minus one, fluently-digit, making a ten, equal sign, quantity, flexible,

symbol, equal, equation 1.OA.7- Unit 6 does not explicitly

1.OA.4 (DOK 2)

Understand and apply properties of operations and the relationship between addition and subtraction. Understand subtraction as an unknown-addend problem. [1-OA4] Example: Subtract 10 – 8 by finding the number that make 10 when added to 8.] Student Learning Target (s): • I can understand fact families. • I can use fact families to find an unknown


missing number.






1.OA.6 (DOK 2)

Add and subtract within 20 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




• Understand that an efficient application of computation strategies is based on the numbers in


17

equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). [1-OA6] Student Learning Target (s): • I can find my answer to addition and

subtraction problems using different strategies.

the problems, their relative sizes, and the relationship of the desired sum or difference to known sums and differences.

have students to determine true or false. Be sure to have them to determine if equations are true or false. Additional Resources: https://grade1commoncoremath.wikispaces.hcpss.org/Assessing+1.OA.7 http://www.k-5mathteachingresources.com/support-files/trueorfalse.pdf

1.OA.7 (DOK 3)

Work with addition and subtraction equations Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. [1-OA7] 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? Student Learning Target(s): • I can explain that the equal sign means "the

same". • I can compare the values on each side of the

equal sign.

Students are able to • Justify the truth of each statement using

mathematical justification. • Partition equal groups of numbers in different

ways. • Efficiently apply strategies for determining the

value of simple addition and subtraction mathematical phrases.

• Use strategies for comparing quantities less than 20,

• (including using relational thinking to show equality or inequality of mathematical phrases).

How can I represent a

number making groups

of tens and ones?

How can I use the ten frames to model place

value?

How can I use base ten blocks

to build and model tens

1.NBT.1 (DOK 1, 2)

Extend the counting sequence Count to 120 starting at any number less than 120. In this range, and write numerals and represent a number of objects with a written numeral. • I can write numerals up to 120. • I can write a numeral to represent a number

of objects. • I can count to 120 starting with a given


Students are able to: • Produce the standard list of counting words in order. • Represent one-to-one correspondence with


1.NBT.2 (DOK 2)

Understand place value Understand that the two digits of a two-digit number represent amounts of tens and ones. Student Learning Target (s): • I can identify the tens and ones places.

Students are able to: • use base ten manipulatives (e.g., base ten blocks,

ten frames,) to represent two-digit numbers • understand that two-digit numbers are composed of

bundles of tens and leftover ones







18

and some ones?

How can determine the

value of a number by

looking at the position of place of the

number?

• I can identify the value of each digit in a two-digit number.

• Count by tens and ones

1.NBT.2a 1.NBT.2b 1.NBT.2c (DOK 2)

Understand the following as special cases: 10 can be thought of as a bundle of ten ones -- called a “ten.” Understand the following as a special case: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Understand the following as a special case: 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). Student Learning Target (s): • I can represent 10 as ten ones. • I can represent numbers 11 to 19 as a ten

and some ones. • I can represent multiple sets of ten using

number names (2 tens is 20). • I can explain the value of each digit in a two-

digit number (place value).

Students are able to: • Use a variety of representations (e.g., symbolic: 10

+8; pictorial: one line and 8 dots; physical: place value blocks, bundles of sticks, or groups of fingers, etc.) to show and explain the decomposition of the number into groups of 10 and ones

• Use place value blocks or mental strategies to decompose numbers.

Standards: 1.MD.4, 1.OA.2, 1.OA.3, 1.OA.4, 1.OA.6, 1.OA.7, 1.NBT.1, 1.NBT.2


19

Adding and Subtracting with 2-Digit Numbers & Equality Essential

Questions Standard Standard Description and Learning

Targets Content Focus Curriculum Resources

How can I use ten frames to

model the teen numbers?

How can I

determine the value of a

number by looking at the

position or place of the

number?

How can I use a number line or

100 chart to help me compare

numbers?

How can I use the relationship

between addition and

subtraction to help me solve

problems? How can using

counting all,

1.NBT.1 (DOK 1, 2)

Extend the counting sequence. Count to 120 starting at any number less than 120. In this range, and write numerals and represent a number of objects with a written numeral. Student Learning Target (s): • I can write numerals up to 120. • I can write a numeral to represent a number of

objects. • I can count to 120 starting with a given





Unit 8: Twos, Fives and Tens Inv. 1-4 & Additional Resources Additional Resources: Engage Ny: Grade 1 Module 4 Place Value, Comparison, Addition and Subtraction to 40 http://www.k-5mathteachingresources.com/1st-grade-number-activities.html http://www.ixl.com/standards/alabama/math/grade-1

Key Vocabulary placement-decompose-tens place-

ones place, empty number line mental math-more-less-skip counting

1.NBT.2 (DOK 2)

Understand place value Understand that the two digits of a two-digit number represent amounts of tens and ones. Student Learning Target (s): • I can identify the tens and ones places. • I can identify the value of each digit in a two-

digit number.

Students are able to: • use base ten manipulatives (e.g., base ten

blocks, ten frames,) to represent two-digit numbers

• understand that two-digit numbers are composed of bundles of tens and leftover ones

• Count by tens and ones 1.NBT.2a 1.NBT.2b 1.NBT.2c (DOK 2)

Understand the following as special cases: 10 can be thought of as a bundle of ten ones -- called a “ten.” Understand the following as a special case: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Understand the following as a special case: 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). Student Learning Target (s): • I can represent 10 as ten ones. • I can represent numbers 11 to 19 as tens and some

ones. • I can represent multiple sets of ten using number

names (2 tens is 20). • I can explain the value of each digit in a two-digit

Students are able to: • Use a variety of representations (e.g., symbolic:

10 +8; pictorial: one line and 8 dots; physical: place value blocks, bundles of sticks, or groups of fingers, etc.) to show and explain the decomposition of the number into groups of 10 and ones

• Use place value blocks or mental strategies to decompose numbers.




http://www.ixl.com/standards/alabama/math/grade-1



20

doubles, doubles minus one help me

add and subtract fluently?

number (place value).

1.OA.4 (DOK 2) Understand and apply properties of operations and the relationship between addition and subtraction. Understand subtraction as an unknown-addend problem. [1-OA4] Example: Subtract 10 – 8 by finding the number that make 10 when added to 8.] Student Learning Target (s): • I can understand fact families. • I can use fact families to find an unknown


missing number.






1.OA.5 (DOK 1, 2)

Add and subtract within 20 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1-OA5 Student Learning Target (s): • I can count on from numbers 1 to 20. • I can count back to subtract numbers one

through 20.

Students are able to: • Use modeling strategies (e.g. number lines,

counting objects) to justify solutions (both counting on and counting back) and show the relationship between counting, addition and subtraction.

• Effectively communicate justifications for sums and differences by relating the symbolic problems (equations) to appropriate models.

Why should I be able to

represent an unknown

number in an equation with a

symbol?

1.OA.8 (DOK 2) Work with addition and subtraction equations Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. [1-OA8] Example: Determine the unknown number that makes the equation true in each of the equations, 8 + ? = 11, 5 = – 3, and 6 + 6 = .

Students are able to: • Solve single operation addition/subtraction

equations containing a single unknown (e.g., 8 + ? = 11, 5= ___- 3, 6 + 6 =_____).

• Efficiently apply strategies for solving simple equations with one unknown

• Justify solutions for single unknown equations.


21

Student Learning Target(s): • I can find the missing number in an addition or

subtraction problem. • I can recognize part-part-whole relationships

on three numbers.

Standards: 1.NBT.1, 1.NBT.2, 1.OA.2, 1.OA.4, 1.OA.5, 1.OA.8


22

Adding and Subtracting Two-Digit Numbers

Essential Questions



Inv. 4A *CC Unit


How can I

compare number using base ten manipulatives?

Why is the

placement of a number in a two

digit number important?

How can I use the hundreds chart to help me add and subtract two digit

numbers?

How can I mentally find 10 more or 10 less

without counting?

1.NBT.3 (DOK 2)

Understand place value Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >,< and =. Student Learning Target(s): • I can use greater, less than, or equal to

symbols, to compare two numbers.


numbers and model the comparison of their values



Investigation 4A- *CC Unit Additional Resources: Engage Ny: Grade 1 Module 6 Place Value, Comparison, Addition and Subtraction to 100

Key Vocabulary placement-decompose-tens place-

ones place, empty number line mental math-more-less-skip counting

1.NBT.4 (DOK 1,2,3)

Use place value understanding and properties of operations to add and subtract. 12. 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. [1-NBT4] Student Learning Targets: • I can add numbers up to 100.CC. • I can add a two digit and a one digit number. • I can add numbers plus 10. • I can use drawings and models to show addition

and subtraction.

• Ability to model addition and subtraction using base ten manipulatives (e.g., base ten blocks, Unifix cubes) and explain the process

• Ability to use a variety of methods that could involve invented, flexible or standard algorithmic thinking (e.g., expanded form, partial sums, a traditional algorithm)

1.NBT.5 (DOK 2, 3)

Represent and solve problems involving addition and subtraction. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

• Knowledge of place value to add and subtract two digit.

• Ability to decompose numbers into tens and ones.

hhttps://grade1commoncoremath.wikispaces.hcpss.org/1.NBT.5


23

Student Learning Target:: • I can mentally add or subtract 10 to any

number. 1.NBT.6 (DOK 2,3)

-Represent and solve problems involving addition and subtraction. Subtract multiples of 10 in the range of 10-90 from multiples of 10 in the range of 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. Student Learning Targets: • I can add multiples of tens to a number. • I can subtract multiples of ten to a number.

• Use base ten manipulatives, number lines or hundreds charts to model finding 10 more or 10 less mentally and explain your reasoning

• Model subtracting multiples of 10 (10-90) from

multiples of 10(10-90) using base ten manipulatives (e.g., base ten blocks,

Standards: 1.NBT.3, 1.NBT.4, 1.NBT.5, 1.NBT.6

https://grade1commoncoremath.wikispaces.hcpss.org/1.NBT.6


24

Geometry Essential

Questions Standards Standard Description and Learning Targets Content Focus Curriculum Resources


How can I use place value to count, read,

write and represent

numbers to 120?

How can I identify the attributes of 2D shapes?

How can I sort

shapes?

1.NBT.1 (DOK 1, 2)

Extend the counting sequence Count to 120 starting at any number less than 120. In this range, and write numerals and represent a number of objects with a written numeral. Student Learning Target (s): • I can write numerals up to 120. • I can write a numeral to represent a number of

objects. • I can count to 120 starting with a given number. • I can read the numerals up to 120.


order • Represent one-to-one correspondence with

concrete materials • Read and write numeral to 120

Unit 2: Making Shapes and Designing Quilts - Inv. 1 -2 & 3.4 only

Additional Resources: http://www.engageny.org/sites/default/files/resource/attachments/math-g1-m5-full-module.pdf

http://www.k-5mathteachingresources.com/1st-grade-geometry.html

Teacher Vocabulary Attribute, sort, side, vertex, build, 2 dimensional, rectangle, triangle, rhombus, trapezoid, circle, oval, hexagon, square, quadrilateral-

Student Vocabulary

sort, side, vertex, build, 2 dimensional, rectangle, triangle, rhombus, trapezoid, circle, oval,

hexagon, square,

1.G.1 (DOK 2)

Reason with shapes and their attributes. 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. Student Learning Target (s): • I can explain the difference between defining

attributes (sides, angles, faces) and non-defining attributes

• I can construct and draw a shape when given defining attributes. (e.g. Draw a shape that has 3 equal sides and 3 angles)

• Sort shapes by number of sides, shape, size or number of angles

• Use geoboards, toothpicks, straws, paper and pencil, computer games to build shapes that possess the defining attributes

• Explain how two shapes are alike or how they are different from each other

1.G.2 (DOK 2,3)

Reason with shapes and their attributes. 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. Student Learning Target (s): • I can identify two-dimensional and three-

dimensional shapes.

• 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.

http://www.engageny.org/sites/default/files/resource/attachments/math-g1-m5-full-module.pdf







25

• I can create new shapes using two-dimensional and/or three-dimensional shapes.

Standards: 1.NBT.1, 1.G.1, 1.G.2

Geometry & Getting Ready for 2nd Grade

Essential Questions

Standard Standard Description Content Focus Teacher Resources

1.NBT.3 1.NBT.4 1.NBT.6 1.OA.1

• Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >,< and =

• 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

• Subtract multiples of 10 in the range of 10-90 from multiples of 10 in the range of 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.

• Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together,



• Ability to model addition and subtraction using base ten manipulatives (e.g., base ten blocks, Unifix cubes) and explain the process

• Ability to use a variety of methods that could involve invented, flexible or standard algorithmic thinking (e.g., expanded form, partial sums, a traditional algorithm

• Use base ten manipulatives, number lines or hundreds charts to model finding 10 more or 10 less mentally and explain your reasoning

• Model subtracting multiples of 10 (10-90) from multiples of 10(10-90) using base ten manipulatives (e.g., base ten blocks, Unifix cubes) and explain the process

• Represent the problem in multiple ways including drawings and or objects/manipulatives

• Take apart and combine numbers in a wide variety of ways

• Make sense of quantity and be able to compare numbers

• Use flexible thinking strategies to develop the

Unit 9: Blocks and Boxes Skip: Session 1.6-1.8 2.3- 2.7 Include Session 2.3.A Standards’ Resources https://grade1commoncoremath.wikispaces.hcpss.org/Grade+1+Home http://www.k-5mathteachingresources.com/1st-grade-number-activities.html http://www.k-5mathteachingresources.com/1st-grade-measurement-and-data.html http://www.k-5mathteachingresources.com/1st-grade-geometry.html https://content.engageny.org/r







http://www.k-5mathteachingresources.com/1st-grade-measurement-and-data.html







https://content.engageny.org/resource/grade-1-mathematics-module-1-topic-j-lesson-39


26

1.OA.6 1.G.1 1.G.2 1.G.3 1.MD.1 1.MD.2

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.

• Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on, making ten

• 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

• 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

• 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

• Order three objects by length; compare the lengths of two objects indirectly by using a third object

• Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit)

understanding of the traditional algorithms • Solve a variety of addition and subtraction word

problems • Use symbols to represent an unknown in an equation • Use strategies such as counting on, making ten ( 8 + 6

= 8 + 2 + 4, which leads to 10 + 4 = 14); decomposing a number leading to a ten (13 – 4 = 13 – 3 – 1, which leads to 10 – 1 = 9); and creating equivalent but easier or known sums (adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1, which equals 13).

• Sort shapes by number of sides, shape, size or number of angles

• Use geoboards, toothpicks, straws, paper and pencil, computer games to build shapes that possess the defining attributes

• Explain how two shapes are alike or how they are different from each other

• 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.

• Knowledge that the whole or unit has been partitioned into equal–sized portions or fair shares

• Ability to apply the concept of sharing equally with friends lays the foundation for fractional understanding.

• Ability to model halve • Knowledge of the concept of transitivity (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, than the length of object A is longer than the length of object C)

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

• Knowledge of nonstandard units of measurement

esource/grade-1-mathematics-module-1-topic-j-lesson-39 http://www.ixl.com/standards/alabama/math/grade-1 http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1st#s2



http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1st#s2




27

Money Bridging Standard

end to end; understand that the length measurement of an object 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

• Students identify coin-cent relationships building on their understanding of composing and decomposing numbers

(e.g., paper clips, eraser length, toothpicks) • Measure with no gaps or overlaps and end to end

Standards: 1.OA.1, 1.OA.6, 1.G.1, 1.G.2, 1.G.3, 1.MD.1, 1.MD.2, Money

Documents

Jefferson County School’s 2015-16 1st Grade Math ... · PDF fileJefferson County School’s 2015-16 1st Grade Math Curriculum Roadmap 1 . Content Focus. instruction; not a mandate