Objective (Students will be able to ... - SharpSchool

Grade Level/Course: Quarter Taught:

Standard:

Domain:

Cluster

Type:

Vocabulary:

Resources Product Target AssessmentWord Problems:

http://softschools.com/math/games/mgame2.js

p

Various add/sub:

http://softschools.com/grades/1st_grade/math/

Various add/sub:

http://jmathpage.com/JIMSNumberaddsubtract.h

tml

Determines appropriate representations for solving word

problems involving different situations using addition and

subtraction

I can find the operation and numbers

to solve word problems. I can write an

equation.

Interprets situations to solve word problems with

unknowns in all positions within 20 using addition and

subtraction I can figure out the missing number for

addition and subtraction sentences.

adding to, taking from, putting together, taking apart, comparing, unknown, sum, less than, equal too, minus, subtract, the same amount as, symbols: -, +, = (joining and separating)

Use symbol for an unknown number in an

addition or subtraction problem within 20

Solve word problems using addition and subtraction within

20 I can add and subtract to 20.

Look for and make

use of structure. (I

can use what I

already know about

math to solve the

problem).

Look for and express regularity in repeated reasoning. (I

can use a strategy that I use to solve another math

problem.)

Knowledge Targets Objective (Students will be able to….): Kid Friendly objective:

1st Grade

1.OA.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. (2) (2) See Common core

State Standards Glossary, Table 1.

Operations and Algebraic Thinking

Represent and solve problems involving addition and subtraction.

Knowledge Reasoning Performance Skill Product DOK

Construct viable arguments

and critique the reasoning of

others. (I can make a plan,

called a strategy, to solve the

problem and discuss other

students' strategies too.)

Make sense of problems

and persevere in solving

them. ( I can try many

times to understand and

solve a math problem)

Reason abstractly and

quantitatively. (I can think

about the math problem

in my head, first).

Model with

mathematics. (I can use

math symbols and

numbers to solve the

problem.)

Use appropriate

tools strategically. (I

can use math tools,

pictures, drawings,

and objects to solve

the problem.)

Attend to precision. (I can

check to see if my

strategy and calculations

are correct.)


Standard:

Domain:

Cluster

Type:

Vocabulary:

Resources Product Target AssessmentAdd’em up:

http://www.netrover.com/~kingskid/addemup/adde

mup.htm

Know how to add three whole numbers

whose sum is less than or equal to 20.

Solve word problems that call for addition of three whole

numbers whose sum is less than or equal to 20 I can use 3 digits to add to 20.


1st Grade

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.


Represent and solve problems involving addition and subtraction


adding to, taking from, putting together, taking apart, comparing, unknown, sum, less than, equal too, minus, subtract, the same amount as, symbols: -, +, = (joining and

separating)

Look for and make


can use what I

already know about

math to solve the

problem).



problem.)









in my head, first).







Model with


math symbols and


problem.)

Use appropriate


can use math tools,

pictures, drawings,


the problem.)


check to see if my strategy

and calculations are

correct.)


Standard:

Domain:

Cluster

Type:

Vocabulary:

Resources Product Target AssessmentMath Shoot out

http://www.abcya.com/math_facts_game.htm

www.coolmath4kids.com/addition/index.html

Skater Math:

http://hoodamath.com/games/skatermath.php

Explain how properties of operation

strategies work.

Apply strategies using properties of operations to solve

addition and subtraction problems

I can use different ways to add and

subtract.

Objective (Students will be able to….): Kid Friendly objective:

1st Grade

1.OA.3 Apply properties of operations as strategies to add and subtract. (3) 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.)

(3) Students need not use formal terms for these properties.


Understand and apply properties of operations and the relationship between addition and subtraction.


Look for and make


can use what I already

know about math to

solve the problem).



problem.)

order, first, second, reversals, difference, unknown, joining, separating, adding, plus, minus, take away, adding to, taking apart, comparing, sum, less than, equal to, more than,

subtract









in my head, first).







Model with mathematics.

(I can use math symbols

and numbers to solve the

problem.)

Use appropriate


can use math tools,

pictures, drawings,


the problem.)




correct.)

Knowledge Targets


Standard:

Domain:

Cluster

Type:

Vocabulary:

Resources Product Target AssessmentAddition Tiles:

http://resources.oswego.org/games/SumSense/sumadd.ht

ml

Various add/sub:

http://softschools.com/grades/1st_grade/math/

Explain the relationship of addition and subtraction.

I can use different strategies to add and

subtract.

Identify the unknown in a subtraction

problem Solve subtraction problems to find the missing addend. I can subtract with a missing number.


1st Grade

1.OA.4 Understand subtractions as a unknown-addend problem. For example, subtract 10-8 by finding the number that makes 10 when added to 8.


Understand and apply properties of operations and the relationship between addition and subtraction.


order, first, second, reversals, difference, unknown, joining, separating, adding, plus, minus, take away, adding to, taking apart, comparing, sum, less than, equal to, more than,

subtract

Look for and make

use of structure. (I can

use what I already

know about math to

solve the problem).

Look for and express regularity in repeated reasoning. (I can use a

strategy that I use to solve another math problem.)








about the math problem in

my head, first).










problem.)

Use appropriate


can use math tools,

pictures, drawings,


the problem.)




correct.)


Standard:

Domain:

Cluster

Type:

Vocabulary:

Resources Product Target AssessmentRib bit Addition: http://www.coolmath-games.com/0-feed-

fribbit-addition/index.html

Various add/sub:

http://jmathpage.com/JIMSNumberaddsubtract.html

Harcourt Math:

http://harcourtschool.com/menus/math2004/math2004_g

r1.html

Know how to count on and count back

Explain how counting on and counting back relate to addition

and subtraction.

I can add and subtract by counting on

and counting back.


1st Grade

1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2)

Operation and Algebraic Thinking

Add and subtract within 20


Look for and make


use what I already

know about math to

solve the problem).



addition, subtraction, counting all, counting on, counting back









my head, first).










problem.)

Use appropriate


can use math tools,

pictures, drawings,


the problem.)




correct.)

Knowledge Targets


Standard:

Domain:

Cluster

Type:

Vocabulary:

Resources Product Target AssessmentRenaissance: Math Facts in a Flash

Building Fluency:

http://www.mathwire.com/numbersense/bfacts.html

First Grade Math Games: http://www.dr-mikes-math-

games-for-kids.com/first-grade-mathgames.html

Subtract fluently within 10

I know my subtraction facts to 10. I am

learning to subtract to 20.

Add fluently within 10 Apply strategies to add and subtract within 20.

I know my addition facts to 10. I am

learning to add to 20.


1st Grade

1.OA.6 Add and subtract with in 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 = 13).


Add and Subtract within 20


Look for and make


can use what I

already know about

math to solve the

problem).

Look for and express regularity in repeated reasoning. (I can

use a strategy that I use to solve another math problem.)

addition, subtraction, counting all, counting on, counting back









in my head, first).







Model with


math symbols and


problem.)

Use appropriate


can use math tools,

pictures, drawings,


the problem.)




correct.)

Knowledge Targets

http://www.dr-mikes-math-games-for-kids.com/first-grade-math-

http://www.dr-mikes-math-games-for-kids.com/first-grade-math-


Standard:

Domain:

Cluster

Type:

Vocabulary:

Resources Product Target AssessmentNumber Balance KSL:

http://www.crickweb.co.uk/ks1numeracy.html#nbKS1

Addition Balance Equations:

http://www.softschools.com/math/addition/balance_

equations/

Explain the meaning of an equal sign (the

quantity on each side of the equality symbol

is the same).

Compare the values on each side of an equal sign. I know if an equation is equal or not

equal.

Determine if the equation is true or false. I can figure out if an equation is true or

false.


1st Grade

1.OA.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.


Work with addition and subtraction equations.


Look for and make


can use what I

already know about

math to solve the

problem).



equations, equal, the same amount/quantity as, true, false, not equal









in my head, first).







Model with


math symbols and


problem.)

Use appropriate


can use math tools,

pictures, drawings,


the problem.)




correct.)

Knowledge Targets


Standard:

Domain:

Cluster

Type:

Vocabulary:

Resources Product Target AssessmentAddition up to 18:

http://interactive.onlinemathlearning.com/addition_f

acts.php?action=generate&sum=18&numProblems=1

0

Kid Friendly objective:

Determine the missing value in an addition or subtraction

equation by using a variety of strategies.

I can find the missing number in an

addition or subtraction problem.



Look for and make



know about math to

solve the problem).

Model with


math symbols and


problem.)

Use appropriate


can use math tools,

pictures, drawings,


the problem.)




correct.)

Recognize part-part-whole relationships of

three whole numbers

Example:

+ 5 = 8

5 = - 3

In each instance the 3 and 5 represent the

parts and the 8 would be representative of

the whole.






Knowledge Targets Objective (Students will be able to….):




in my head, first).







1st Grade

1.OA.8 Determine the unknown whole number in an addition or subtracting equation relating to 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 = ? .


Work with addition and subtraction equations.


equations, equal, the same amount/quantity as, true, false, not equal


Standard:

Domain:

Cluster

Type:

Vocabulary:

Resources Product Target AssessmentWriting Numerals: http://www.ixl.com/math/grade-

1/writing-numbers-in-words

Cookie Dough Speller:

http://www.funbrain.com/numwords/index.html

Writing Numerals up to 1000:

http://www.ixl.com/math/grade-2/write-numbers-up-

to-1000

I can skip count by 1s, 2s, 5s, and 10s.

Demonstrate skip counting by 1s, 2s, 5s, and 10s. I can read the numerals up to 120.

Write numerals up to 120.

Represent a number of objects up to 120 with a written

numeral.

I can read, count and write numbers to

120, starting at any number less than

120.


Ist Grade

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.

Numbers and Operations in Base Ten

Extend the counting sequence


number words 0-120

Look for and make


can use what I

already know about

math to solve the

problem).











in my head, first).







Model with


math symbols and


problem.)

Use appropriate


can use math tools,

pictures, drawings,


the problem.)




correct.)


Standard:

Domain:

Cluster

Type:

Vocabulary:

Resources Product Target AssessmentTens an Ones: http://www.ixl.com/math/grade-

2/place-value-models-tens-and-ones

Place Value:

http://www.softschools.com/math/place_value/gam

es/tens_and_ones/

Pace Value: http://www.ixl.com/math/grade-1/count-

tens-and-ones-up-to-30

http://www.mathlearningcenter.org/resources/b

log/201011/five-ten-frame- online-games

10 Frame Activities: http://www.k-

3teacherresources.com/math-activities-tens-frame-

cards.html

Identify a bundle of 10 ones as a "ten".

Represent the numbers 20, 30, 40, 50, 60, 70, 80, and 90 as

composed of the correct number of tens.

I can identify and make groups of 10s to

120.

Explain what each digit of a two-digit

number represents.

Represent numbers 11 to 19 as composed of a ten and

correct number of ones.

I can make numbers 11-19 with tens and

ones.


1st Grade

1.NBT.2abc Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

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

b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

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).

Number and Operations in Base Ten

Understand place value


Look for and make


can use what I

already know about

math to solve the

problem).



problem.)

tens, ones, bundle, left overs, singles, groups, greater/less than, equal to









in my head, first).







Model with


math symbols and


problem.)

Use appropriate


can use math tools,

pictures, drawings,


the problem.)




correct.)

Knowledge Targets

http://www.mathlearningcenter.org/resources/blog/201011/five-ten-frame- online-games

http://www.mathlearningcenter.org/resources/blog/201011/five-ten-frame- online-games


Standard:

Domain:

Cluster

Type:

Vocabulary:

Resources Product Target Assessment

http://www.helpingwithmath.com/by_subject/pl

ace_value/comparing_numbers.htm

http://www.free-training-

tutorial.com/comparing-numbers-games.htmlKnow what each symbol represents >, <, and

=. Use >, =, and < symbols to record the results of comparisons. I can use >, =, < to compare numbers.

Identify the value of each digit represented

in the two-digit number.

Compare two two-digit numbers based on meanings of the

tens and ones digits. I can compare two digit numbers.


1st Grade

1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols, >, =, and <.

Number and Operations in Base Ten

Understand place value


tens, ones, bundle, left overs, singles, groups, greater/less than, equal to, not equal, <, >, =

Look for and make


can use what I

already know about

math to solve the

problem).











in my head, first).







Model with


math symbols and


problem.)

Use appropriate


can use math tools,

pictures, drawings,


the problem.)




correct.)

http://www.helpingwithmath.com/by_subject/place_value/comparing_numbers.htm

http://www.helpingwithmath.com/by_subject/place_value/comparing_numbers.htm

http://www.free-training-tutorial.com/comparing-numbers-games.html

http://www.free-training-tutorial.com/comparing-numbers-games.html


Standard:

Domain:

Cluster

Type:

Vocabulary:

Resources Product Target AssessmentDouble Digit add/sub:

http://www.learn4good.com/games/kids/double_digits

.htm

Use composition and decomposition of tens when necessary

to add and subtract within 100.

I can compose and decompose tens to

add and subtract to 100.

Decompose any number within one hundred

into the(s) and ones(s).

Relate the chosen strategy (using concrete models or

drawings and strategies based on place value, properties of

operations, and/or the relationship between addition and

subtraction) to a written method (equation) and explain the

reasoning used.

I can use different strategies to add and

subtract and write an equation for it.

Identify the value of each digit of a number

within 100.

Choose an appropriate strategy for solving an addition or

subtraction problem within 100.

I can group numbers in different ways to

add and subtract.


1st Grade

1.NBT.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.

Number and Operations

Use place value understanding and properties of operations to add and subtract.


tens, ones, bundle, left overs, singles, groups, greater/less than, equal to, not equal, <, >, = , ten more, ten less

Look for and make


use what I already

know about math to

solve the problem).











my head, first).










problem.)

Use appropriate


can use math tools,

pictures, drawings,


the problem.)




correct.)


Standard:

Domain:

Cluster

Type:

Vocabulary:

Resources Product Target AssessmentAdding 10 - http://www.f-r-e-e-games.com/Games-

Math/Game-Adding-10-Zuma.htm

Add 10 More Challenge:

http://www.ictgames.com/submarinenopad2.html

Adding/Sub 10 Mentally:

http://www.homeschoolmath.net/teaching/a/add_su

btract_tens.php

Explain how to mentally find 10 more or 10 less than the

given two-digit number.

I will know 10 more or 10 less of a given

number in my head.

Identify the value of each digit in a number

within 100.

Apply knowledge of place value to mentally add or subtract

10 to /from a given two digit number.

I can add or subtract by 10s in my head

from a given number.


1st Grade

1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Numbers and Operations in Base Ten




Look for and make


can use what I

already know about

math to solve the

problem).











in my head, first).







Model with


math symbols and


problem.)

Use appropriate


can use math tools,

pictures, drawings,


the problem.)




correct.)




Standard:

Domain:

Cluster

Type:

Vocabulary:

Resources Product Target AssessmentAdding/Sub 10 Mentally:

http://www.homeschoolmath.net/teaching/a/add_sub

tract_tens.php

Adding/Sub 10s:

http://www.brainpopjr.com/math/additionandsubtrac

tion/addingandsubtractingtens/grownups.weml

Relate the chosen strategy to a written method (equation)

and explain the reasoning used.

I can figure out a problem and write an

equation to go with it.

Choose appropriate strategy (concrete models or drawings

and strategies based on place value, properties of operations,

and/or the relationship between addition and subtraction) for

solving subtraction problems with multiples of 10.

I can use drawings and different

strategies to solve subtraction problems

with multiples of 10.

Identify the value of each digit of a number

within 100.

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

of 10 in the range of 10-90 (positive or zero differences).

I can subtract multiples of 10 from 10-

90.


1st Grade

1.NBT.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.

Number and Operation in Base Ten




Look for and make


use what I already

know about math to

solve the problem).











my head, first).










problem.)

Use appropriate


can use math tools,

pictures, drawings,


the problem.)




correct.)


Standard:

Domain:

Cluster

Type:

Vocabulary:


Geoboard Squares

http://www.k-

5mathteachingresources.com/support-

files/geoboardsquares.pdf

My Three Dimensional Shape Book

http://www.k-


files/my3dshapesbook.pdf

Measuring Length in Inches Game

http://www.softschools.com/measure

ment/games/ruler/measuring_length_i

n_inches/

Symmetry Practice

http://www.abcya.com/shapes_geome

try_game.htm

Directly compare the length of three objects. Compare the length of two objects indirectly by using a

third object to compare them (e.g., if the length of

object A is greater than the length of object B, and the

length of object B is greater than the length of object C,

then the length of object A is greater than the length of

object C.)

I can compare the length of two objects

by comparing different objects.

Identify the measurement known as the

length of an object.

Order three objects by length. I can put objects in order by length.


1st Grade

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

Measurement and Data

Measure lengths indirectly and by iterating length units.


first, second, third, gap, overlap, about, a little less than, a little more than, measure, order, length, height, more, less, longer than, shorter than

Look for and make



know about math to

solve the problem).

Look for and express regularity in repeated

reasoning. (I can use a strategy that I use to

solve another math problem.)









in my head, first).







Model with


math symbols and


problem.)

Use

appropriate

tools

strategically. (I

can use math

tools, pictures,

drawings, and

objects to

solve the




correct.)


Standard:

Domain:

Cluster

Type:

Vocabulary:


http://www.sheppardsoftware.co

m/mathgames/fractions/memory_

fractions1.htm

Various measurement games:

http://pbskids.org/games/measur

ement.htmlMeasure Teddy Bears:

http://www.apples4theteacher.co

m/measure.htmlMeasuring Up:

http://pbskids.org/clifford/games/

measuring_up.html

Various Measuring Games:

http://www.brainpopjr.com/math

/measurement/

Know that length can be measured with

various units.

Determine the length of the measured objects to be the

number of smaller iterated (repeated) objects that equal its

length.

I can measure using different units.

Knows to use the same size non-standard

objects as iterated (repeating) units.

Knows to use the same size non-standard objects as

iterated (repeating) units.

I know how to use the same size non-

standard object to measure.


1st Grade

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 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.


Measure lengths indirectly and by iterating length units.


first, second, third, gap, overlap, about, a little less than, a little more than, measure, order, length, height, more, less, longer than, shorter than, iterated

(repeated), units

Look for and make


use what I already

know about math to

solve the problem).


reasoning. (I can use a strategy that I use

to solve another math problem.)









my head, first).










problem.)

Use appropriate


can use math tools,

pictures, drawings,


the problem.)




correct.)


Standard:

Domain:

Cluster

Type:

Vocabulary:


• http://www.k-


files/timebarriergame.pdf

• http://www.k-


files/timebarriergamegrid.pdf

Read a Clock

http://www.ixl.com/math/grade-

1/reading-clocksFlash Card Clocks

http://www.teachingtreasures.com.au/t

eaching-tools/Maths4-5/clock-

flash/clock-flash-pop.htmlStop the Clock

• http://www.oswego.org/ocsd-

web/games/StopTheClock/sthecR.html

• http://www.oswego.org/ocsd-

web/games/StopTheClock/sthec1.html

Know hour hand and minute hand and

distinguish between the two.

Determine where the minute hand must be when the time is

to the half hour (thirty).

I can tell time to the half hour.

Recognize that analog and digital clocks are

objects that measure time.

Determine where the minute hand must be when the time is

to the hour (o'clock).

I can tell time to the hour.


1st Grade

1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.


Tell and write time


time, hour, half hour, about, o'clock, past, "six" - thirty, digital, analog, minute hand, hour hand

Look for and make


can use what I

already know about

math to solve the

problem).


reasoning. (I can use a strategy that I use to solve

another math problem.)









in my head, first).







Model with


math symbols and


problem.)

Use appropriate


can use math tools,

pictures, drawings,


the problem.)




correct.)


Standard:

Domain:

Cluster

Type:

Vocabulary:

Resources Product Target AssessmentMore, Less and Equally Likely

• http://www.ixl.com/math/grade-

1/more-less-equally-likelyData and Graphs


1/record-data-with-tally-charts-picture-

graphs-tables

Interpret Bar Graphs


1/interpret-bar-graphs

Recognize different methods to represent

data.

Interpret data representation by asking and answering

questions about the data.

I can show that I understand data by

asking and answering questions.

Recognize different methods to organize

data.

Organize data with up to three categories. I can organize data into three

categories.

Represent data with up to three categories. I can show data in three categories.


1st Grade

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.


Represent and interpret data.


data, more, most, less, least, same, different, category, question, collect, greater, more than, less than, data

Look for and make


can use what I

already know about

math to solve the

problem).












in my head, first).







Model with


math symbols and


problem.)

Use appropriate


can use math tools,

pictures, drawings,


the problem.)


check to see if my

strategy and calculations

are correct.)


Standard:

Domain:

Cluster

Type:

Vocabulary:


My Three Dimensional Shape Book

• http://www.k-


files/my3dshapesbook.pdf

Build shapes to show

defining attributes.

Shape Construction – Geometry and Symmetry

Practice

•

http://www.abcya.com/shapes_geometry_game.htGeometry Sentence Frames – Describing 2D Shapes

• http://www.k-


files/geometry-sentence-frames-set1-kg1.pdf

Draw shapes to show

defining attributes.

Pattern Block Barrier Game

• http://www.k-


files/patternblockbarriergame.pdf

• http://www.k-


files/barriergame1x3grid.pdf\

• http://www.k-Shapes on a Geoboard

• http://www.k-


files/shapesonthegeoboard.pdf

Identify non-defining attributes of

shapes. I can identify different shapes.

Identify defining attributes of shapes.

Distinguish between (compare/contrast) defining and non-

defining attributes of shapes.

I can compare and contrast different

shapes.


1st Grade

1.G.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.

Geometry

Reason with shapes and their attributes.


Look for and make


can use what I

already know about

math to solve the

problem).



shape, closed, side, attribute, two-dimensional, rectangle, square, trapezoid, triangle, half-circle, quarter-circle, three dimensional, cube, cone, prism, cylinder, equal

shares, halves, fourths, quarters, half of, fourth of, quarter of, solid, sphere, open, faces, vertex, corners, hexagon, octagon, parallelogram, rhombus, pyramid, rectangular

prism, triangular prism, compare, contrast, attributes







quantitatively. (I can

think about the math

problem in my head,

first).







Model with


math symbols and


problem.)

Use appropriate

tools strategically.

(I can use math

tools, pictures,

drawings, and

objects to solve

the problem.)




correct.)

Knowledge Targets


Standard:

Domain:

Cluster

Type:

Vocabulary:


1st Grade Shapes Games

• http://www.zoodles.com/free-

online-kids-games/first-1st-

Create composite shapes.

Various Geometry Games

• http://www.math-

play.com/Geometry-Math-

Games.html

Compose new shapes

from a composite shape.

Describe properties of original and

composite shapes.

I can describe two and three dimensional

shapes.

Know that shapes can be composed and

decomposed to make new shapes.

Determine how the original and created composite shapes

are alike and different.

I can make and take apart two and three

dimensional shapes.


1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, 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. (4)

(4) Students do not need to learn formal names such as “right rectangular prism.”

1st Grade

Geometry



shape, closed, side, attribute, two-dimensional, rectangle, square, trapezoid, triangle, half-circle, quarter-circle, three dimensional, cube, cone, prism, cylinder,

equal shares, halves, fourths, quarters, half of, fourth of, quarter of, solid, sphere, open, faces, vertex, corners, hexagon, octagon, parallelogram, rhombus,

pyramid, rectangular prism, triangular prism, compare, contrast, attributes

Look for and make


use what I already

know about math to

solve the problem).

Look for and express regularity in

repeated reasoning. (I can use a strategy

that I use to solve another math

problem.)









my head, first).










problem.)

Use appropriate


can use math tools,

pictures, drawings,


the problem.)




correct.)


Standard:

Domain:

Cluster

Type:

Vocabulary:


Various Geometry Games

•

http://jmathpage.com/JIMSGeomet

rypage.html

Fractions Game

•

http://www.primarygames.com/fra

ctions/question1.htm

Matching Fractions

•

http://www.sheppardsoftware.com

/mathgames/fractions/memory_fra

ctions1.htm

Describe the whole as two of two or four of

four equal shares.

Describe equal shares using vocabulary:

halves, fourths, and quarters, half of, fourth

of, and quarter of.

Identify when shares are equal. Justify why dividing, (decomposing) a circle or rectangle

into more equal shares creates smaller pieces.

I can take a shape apart and it will

make smaller equal pieces.

Identify two and four equal shares. I can identify and describe shares in

halves and fourths.


1st Grade

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.

Geometry



Look for and make


can use what I

already know about

math to solve the

problem).




shape, closed, side, attribute, two-dimensional, rectangle, square, trapezoid, triangle, half-circle, quarter-circle, three dimensional, cube, cone, prism, cylinder,

equal shares, halves, fourths, quarters, half of, fourth of, quarter of, solid, sphere, open, faces, vertex, corners, hexagon, octagon, parallelogram, rhombus,

pyramid, rectangular prism, triangular prism, compare, contrast, attributes, parts, shares, equal, pieces,









in my head, first).







Model with


math symbols and


problem.)

Use appropriate


can use math tools,

pictures, drawings,


the problem.)




correct.)

Knowledge Targets

Documents

Objective (Students will be able to ... - SharpSchool