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# First Grade Homeschool Curriculum - 1st Grade Math - Best Homeschool Curriculum , Cheap Homeschool Curriculum (Affordable)

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Acknowledgments

Complete Curriculum’s K-12 curriculum has been team-developed by a consortium of teachers, administrators, educational and subject matter specialists, graphic artists and editors.

In a collaborative environment, each professional participant contributed to ensuring the quality, integrity and effectiveness of each Compete Curriculum resource was commensurate with the required educational benchmarks and contemporary standards Complete Curriculum had set forth at the onset of this publishing program. �

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Lesson 1NUMBERS 0 TO 3Objective: Read and write numbers 0, 1, 2 and 3 and relate them to the quantities they represent.

Lesson 2NUMBERS 4 TO 6Objectives: Read and write numbers 4, 5 and 6 and relate them to the quantities they represent.

Lesson 3Numbers 7 to 9Objectives: Read and write numbers to 7, 8 and 9 and relate them to the quantities they represent.

Lesson 4MAKING THE NUMBER 5Objective: 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. Student will learn about addition through pairing numbers to make the number 5.

Lesson 5MAKING THE NUMBER 6Objective: 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 ob-jects, drawings, and equations with a symbol for the unknown number to represent the problem. Studentwill learn about addition through pairing numbers to make the number 5.Student will learn about addition through pairing numbers to make the number 6.

Lesson 6MAKING THE NUMBER 7Objective: 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 ob-jects, drawings, and equations with a symbol for the unknown number to represent the problem. Studentwill learn about addition through pairing numbers to make the number 5.Student will learn about addition through pairing numbers to make the number 7.

Lesson 7MAKING THE NUMBER 8Objective: 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 ob-jects, drawings, and equations with a symbol for the unknown number to represent the problem. Studentwill learn about addition through pairing numbers to make the number 5.Student will learn about addition through pairing numbers to make the number 8.

Lesson 8MAKING THE NUMBER 9Objective: 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 ob-jects, drawings, and equations with a symbol for the unknown number to represent the problem. Studentwill learn about addition through pairing numbers to make the number 5.Student will learn about addition through pairing numbers to make the number 9.

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Lesson 9MAKING THE NUMBER 10Objective: 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 usingobjects, drawings, and equations with a symbol for the unknown number to represent the problem.Student will learn about addition through pairing numbers to make the number 5.Student will learn about addition through pairing numbers to make the number 10.

Lesson 10ASSESSMENT FOR LESSONS 1 TO 9Objectives: Assess the student on objectives learned in Lessons 1 to 9 .

Lesson 11TAKING AWAY FROM 5Objective: Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.

Lesson 12TAKING AWAY FROM 6Objective: Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.

Lesson 13TAKING AWAY FROM 7Objective: Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.

Lesson 14TAKING AWAY FROM 8Objective: Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.

Lesson 15TAKING AWAY FROM 9Objective: Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.

Lesson 16TAKING AWAY FROM 10Objective: Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.

Lesson 171 MORE THANObjective: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Identify one more than, one less than, 10 more than, and 10 less than for any number up to 100.

Lesson 181 LESS THANObjective: Identify one more than, one less than, 10 more than, and 10 less than for any number up to 100.

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Lesson 19COMPARING NUMBERS TO 10Objective: Order numbers to 10; compare using phrases such as “same as”, “more than”, “greater than”, “fewer than”; use = symbol. Arrange small sets of numbers in increasing or decreasing order_ e.g., write the following from smallest to largest: 21, 16, 35, 8.

Lesson 20ASSESSMENT FOR LESSONS 11 TO 19 Objective: To assess the objectives learned in Lessons 11 to 19.

Lesson 21ADDING WITH NUMBERSObjective: 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 ob-jects, drawings, and equations with a symbol for the unknown number to represent the problem. Studentwill learn about addition through pairing numbers to make the number 5. 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. Model addition of numbers by creating addition sentences with index cards.

Lesson 22ADDING 0Objective: 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.The student will know how to add 0.

Lesson 23ADDING BY 1, 2, OR 3Objective: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtractwithin 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. 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.

Lesson 24ADDING 1, 2, OR 3 WITH A NUMBER LINEObjective: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Student will learn how to add 1, 2 or 3 using a Number Line.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.

Lesson 25DOUBLESObjective: 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.Student will learn how to add double numbers.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.

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Lesson 26DOUBLES PLUS ONEObjective: 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.Student will understand how to add double numbers plus one.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.

Lesson 27

ADDING TO MAKE 10Objective: The student will learn to add numbers to make 10. 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.

Lesson 28

VERTICAL ADDITIONObjective: Student will be introduced to vertical addition. 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.

Lesson 29

ADDING 2 NUMBERS IN ANY ORDERObjective: Apply properties of operations as strategies to add and subtract. Examples: if 8 + 3=11isknown,then 3 + 8 = 11 is known (commutative property of addition). To add 2 + 6 + 4, the second numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (associative property of addition). 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.

Lesson 30

ASSESSMENT FOR LESSONS 21 TO 29Objective: To assess the objectives learned in Lessons 21 to 29

Lesson 31

SUBTRACTING WITH NUMBERSObjective: Using number and symbol cards, student will learn to make subtraction sentences. 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.

Lesson 32

SUBTRACTING 0Objective: Using index cards and counters, the student will learn how to create subtraction sentences with 0. 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.

Lesson 33

SUBTRACTING 1 OR 2 WITH A NUMBER LINEObjective: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Student will learn how to subtract 1 or 2 using a number line. 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.

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Lesson 34

DOUBLES IN SUBTRACTIONObjective: 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 usingobjects, drawings, and equations with a symbol for the unknown number to represent the problem. Studentwill learn about addition through pairing numbers to make the number 5.Using doubles addition facts, the student will understand how to solve doubles subtraction problems.

Lesson 35RELATED ADDITION AND SUBTRACTION PROBLEMSObjective: Student is to show an understanding of all the addition facts for numbers 0 through 12 and solve the related subtraction problems fluently. Compute sums and differences using number facts and strategies, but no formal algorithm. Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.

Lesson 36FACT FAMILIESObjective: Apply properties of operations as strategies to add and subtract. Examples: if 8 + 3 = 11 isknown, then 3 + 8 = 11 is known (commutative property of addition). To add 2 + 6 + 4, the second numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (associative property of addition). Student explore fact families and learn how they relate to addition and subtraction problems.Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.

Lesson 37MORE FACT FAMILIESObjective: Apply properties of operations as strategies to add and subtract. Examples: if 8 + 3 = 11 isknown, then 3 + 8 = 11 is known (commutative property of addition). To add 2 + 6 + 4, the second numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (associative property of addition). Student will learn how to apply current knowledge of fact families to solve simple open sentences for addition and subtraction, such as ____+ 2 = 7 and 10 - ____ = 6. Determine the unknown whole number in an addition or subtractionequation 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 = _.

Lesson 38USING ADDITION TO HELP YOU SUBTRACTObjective: 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 usingobjects, drawings, and equations with a symbol for the unknown number to represent the problem.Studentwill learn about addition through pairing numbers to make the number 5.To reinforce Understand subtrac-tion as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.

Lesson 39USING SUBTRACTION TO COMPARE NUMBERSObjective: Compare two or more sets to identify the difference in number of elements. De-termine 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 = _.

Lesson 40ASSESSMENT FOR LESSONS 31 TO 39Objectives: To assess the objectives learned in Lessons 31 to 39

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Lesson 41NUMBERS 10 TO 19Objectives: Read and write numbers 11-19 and relate them to the quantities they represent.

Lesson 42TENSObjectives: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Read and write numbers in quantities of 10. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 10 can be thought of as a bundle of ten ones— called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 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).

Lesson 43COUNTING BY 1’S WITH A HUNDREDS CHARTObjectives: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Using a Hundreds Chart, student will count to 100 by 1’s, starting from any number in the sequence and count backwards by 1’s starting from any number between 1 and 100. Count to 120, starting at any number lessthan 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Lesson 44COUNTING BY 2’S WITH A HUNDREDS CHARTObjectives: 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. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).Using a Hundreds Chart, student will count to 100 by 2’s, starting from any number in the sequence and count backwards by 2’s starting from any number between 1 and 100. Count to 120, starting at any numberless than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Lesson 45COUNTING BY 5’S WITH A HUNDREDS CHARTObjectives: Solve word problems that call for addition of three whole numbers whos sume is less than or equal to 20, e.g. by using objects, drawings and equations with a symbol for the unknown number to rep-resent the problem.Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Using a Hundreds Chart, student will count to 100 by 5’s, starting from any number in the sequence and count backwards by 5’s starting from any number between 1 and 100. Count to 120, starting at any number less than120. In this range, read and write numerals and represent a number of objects with a written numeral.

Lesson 46COUNTING BY 10’S WITH A HUNDREDS CHARTObjectives: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Using a Hundreds Chart, student will count to 100 by 10’s, starting from any number in the sequence and count backwards by 10’s starting from any number between 1 and 100. Count to 120, starting at any number less than 120. In thisrange, read and write numerals and represent a number of objects with a written numeral.

Lesson 47COUNTING BACKWARDS BY 1’SObjective: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Student will count backwards by 1’s starting from any number between 1 and 100. Count to 120, starting at any numberless than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Lesson 48ORDINAL NUMBERSObjective: Use ordinals to identify position in sequence_ e.g., 1st, 2nd, 3rd.

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Lesson 49LEARNING MORE ABOUT A NUMBER LINEObjective: Student will understand that a number to the right of another number on the numberline is bigger and that a number to the left is smaller.

Lesson 50ASSESSMENT FOR LESSONS 41 TO 49Objectives: To assess the objectives learned in Lessons 41 to 49

Lesson 51TENS AND ONESObjectives: Solve word problems that call for addition of three whole numbers whos sume 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.Compose and decompose numbers through 30 by working with bundles of tens and single units_ e.g., recognize 24 as 2 tens and 4 ones. Understand that the two digits of a two-digitnumber represent amounts of tens and ones. Understand the following as special cases: 10 can bethought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a tenand one, two, three, four, five, six, seven, eight, or nine ones.

Lesson 52TENS AND ONES EQUATIONObjectives: Solve word problems that call for addition of three whole numbers whos sume 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. Compose and decompose numbers through 30 by working with bundles of tens and single units_ e.g., recognize 24 as 2 tens and 4 ones, 10 and 10 and 4, 20 and 4, and 24 ones. Un-derstand that the two digits of a two-digit number represent amounts of tens and ones. Understand thefollowing as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbersfrom 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

Lesson 53WRITING NUMBERS IN EXPANDED FORMObjectives: Read and write numbers to 110 and relate them to the quantities they represent. Com-pose and decompose numbers through 30, including bundles of tens and units_ e.g., recognize 24 as 2 tens and 4 ones, 10 and 10 and 4, 20 and 4, and 24 ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 10 canbe thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of aten and one, two, three, four, five, six, seven, eight, or nine ones.

Lesson 54ONE MORE THANObjectives: Identify one more than, one less than, 10 more than, and 10 less than for any number up to 100. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent anumber of objects with a written numeral.

Lesson 55ONE LESS THANObjective: 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.Identify one more than, one less than, 10 more than, and 10 less than for any number up to 100.

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Lesson 5610 MORE OR 10 LESSObjectives: Identify one more than, one less than, 10 more than, and 10 less than for any number up to 100. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a num-ber of objects with a written numeral. Given a two-digit number, mentally find 10 more or 10 less than the number,without having to count; explain the reasoning used.

Lesson 57GREATER THAN, FEWER THAN, OR SAME ASObjectives: Compare using phrases such as “same as”, “more than”, “greater than”, “fewer than”; use = symbol; arrange small sets of numbers in increasing or decreasing order' e.g., write the following from smallest to largest: 21, 16, 35, 8. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Lesson 58ORDER NUMBERS FROM LEAST TO GREATESTObjectives: Student will understand the order of numbers by least and greatest. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Lesson 59MORE ABOUT LEAST TO GREATEST NUMBERSObjective: Student will gain a better understanding of ordering numbers by least and greatest. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the resultsof comparisons with the symbols >, =, and <.

Lesson 60ASSESSMENT FOR LESSONS 51 TO 59Objectives: To assess the objectives learned in Lessons 51 to 59. Compare two two-digit numbers basedon meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Lesson 61HOW LONG IS A MINUTE?Objectives: Student will be introduced to telling time by first learning about a minute.

Lesson 62HOUR HANDObjectives: Tell time on a twelve-hour clock face to the hour and half-hour.

Lesson 63WRITING TIME TO THE HOURObjectives: The student will learn the two different ways to tell the time on a clock.�������� ������������������� ��������������������������� � ���������������Lesson 64 MINUTE HANDObjectives: The student will continue to learn to tell time by learning about the minute hand on the clock.������� ������������������� ��������������������������� � ���������������Lesson 65WRITING TIME TO THE HALF HOURObjectives: The student will learn to tell and write the time to the half hour��� ��������������������� ������������������� ��������������������������� � ���������������

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Lesson 66ADDING TIMEObjective: Solve word problems that call for addition of three whole numbers whos sume 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. The student will practice telling time on a twelve-hour clock face to the hour and half hourand learn to solve problems that involve telling the time an activity begins and when it ends.

Lesson 67SUBTRACTING TIMEObjectives: Use addition and subtraction within 20 to solve word problems involving situations of addingto, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by usingobjects, drawings, and equations with a symbol for the unknown number to represent the problem. Studentwill learn about addition through pairing numbers to make the number 5.The student will learn to solve problems that involve subtracting time.

Lesson 68A.M. AND P.M.Objectives: Student will learn how to label time to know if something happened in the morning or evening.

Lesson 69READING A SCHEDULEObjectives: Student will learn how to read a schedule.

Lesson 70ASSESSMENT FOR LESSONS 61 TO 69Objectives: To assess the objectives learned in Lessons 61 to 69.

Lesson 71PENNIES AND NICKELSObjectives: The student will begin to learn to identify the different denominations of coins and bills, beginning with a penny and nickel.

Lesson 72DIMESObjectives: The student will continue to learn to identify coins by learning about a dime.

Lesson 73QUARTERSObjectives: The student will continue to learn to identify coins by learning about a dime.

Lesson 74COUNTING NICKELS AND DIMESObjectives: The student will continue to learn to identify coins and denominations by practicingcounting groups of nickels and dimes.

Lesson 75COUNTING PENNIES, NICKELS AND DIMESObjectives: The student will continue to learn to identify coins by counting groups of nickels,dimes, and pennies.

Lesson 76COUNTING PENNIES, NICKELS, DIMES, AND QUARTERSObjectives: The student will continue to learn to identify coins and denominations by counting groups of pennies, nickels, dimes and quarters.

Lesson 77DOLLARS AND HALF-DOLLARS Objectives: The student will learn to identify the different denominations of coins, and be able to match one coin of one denomination to an equivalent set of coins or other denominations, e.g_ 1 quarter = 2 dimes and 1 nickels. The student will also be able to tell the amount of money in cents up to \$1 while gaining practice using the symbols \$ and ¢.

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Lesson 78

ADDING CENTS AND DOLLARSObjectives: The student will learn to add money in dollars only or in cents only.

Lesson 79SUBTRACTING CENTS AND DOLLARSObjectives: The student will learn about subtracting money.

Lesson 80ASSESSMENT FOR LESSONS 71 TO 79Objectives: To assess the objectives learned in Lessons 71 to 79.

Lesson 81SOLID SHAPESObjectives: The student will understand common three-dimensional shapes and describe their physical and geometric attributes such as shape��� ���������������������������� Distinguish betweendefining 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-dimensionalshapes (rectangles, squares, trapezoids triangles, half-circles, and quarter-circles) or three-dimensionalshapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create acomposite shape, and compose new shapes from the composite shape.

Lesson 82FACES AND VERTICESObjectives: The student will learn about the different parts that make up a three-dimensional shape. Dis-tinguish 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.

Lesson 83TWO-DIMENSIONAL AND THREE-DIMENSIONAL SHAPESObjectives: The student will be introduced to common two-dimensional shapes and describe their physical and geometric 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 definingattributes.

Lesson 84TWO-DIMENSIONAL SHAPESObjectives: The student will gain more practice with two-dimensional shapes��� ������������ ������ ���������������������������������������������������� Distinguish between definingattributes (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 rec-tangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and composenew shapes from the composite shape.

Lesson 85SIDES AND CORNERSObjectives: The student will learn about the sides and vertices of 2-dimensional shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versusnon-defining attributes (e.g., color, orientation, overall size); build and draw shapes topossess defining attributes.

Lesson 86SORTING SHAPESObjectives: The student will learn about sorting 2-dimensional shapes.

Lesson 87TESSELLATIONSObjective: The student will learn to make tilings or tessellations of shapes.

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Lesson 88

SYMMETRYObjective: The student will ������������������ �������������������� ��������� Partition circles andrectangles 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.

Lesson 89

TURNS, SLIDES AND FLIPSObjective: The student will learn about slides, flips and turns.

Lesson 90ASSESSMENT FOR LESSONS 81 TO 89Objectives: To assess the objectives learned in Lessons 81 to 89 Lesson 91INTRODUCTION TO PATTERNSObjective: The student will be introduced to patterns and learn and how to make one.

Lesson 92DESCRIBING AB, ABB AND ABC PATTERNSObjective: The student will learn to identify and distinguish between AB, ABB and ABC patterns.

Lesson 93AB, ABB AND ABC PATTERNS WITH SHAPESObjective: The student will learn to identify AB, ABB and ABC patterns of shapes.

Lesson 94

WHAT COMES NEXT IN THE PATTERN?Objective: The student will learn to complete a pattern.

Lesson 95MAKE AN AB, ABB, OR AN ABC PATTERNObjective: The student will learn to make an AB, ABB or an ABC pattern.

Lesson 96WHAT IS A GROWING PAT-TERN?Objective: The student will learn to make growing patterns.

Lesson 97GROWING PATTERNS WITH NUMBERSObjective: The student will learn how to make a growing pattern using numbers.

Lesson 98MAKING A GROWING PATTERNObjective: The student will learn how to make a growing pattern.

Lesson 99DISTINGUISHING TYPES OF PATTERNSObjective: The student will label a pattern repeating, growing or not a pattern.

Lesson 100ASSESSMENT FOR LESSONS 91 TO 99Objectives: To assess the objectives learned in Lessons 91 to 99.

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Lesson 101COMPARING AND ORDERING OBJECTS BY LENGTHObjective: The student will compare the length of objects and place them in order by size.��� ���������� �!�����"������������������������������� ����!��!������������ �������

Lesson 102MEASURING OBJECTS WITH NON-STANDARD UNITSObjective: ����� ������������������������������ �� �������������������#\$���������������������������������������������������%���!���!���������������������������������&����������'�� ���� "���� ���� �������������������������������������������������*���������������������������� ���������������������������\$������������������������ ��������� ��!���������������������������

Lesson 103

ESTIMATING MEASUREMENTObjective: The student will estimate the length of objects.

Lesson 104MEASURING WITH INCHESObjective: The student will learn to use a ruler to measure with inches.#\$���������������������������������������������������%���!���!���������������������������������&����������'�� ���� "���� ���� �������������������������������������������������*��������������������������������������������������������\$������������������������ ��������� ��!���������������������������������������������������

Lesson 105 MEASURING WITH FEETObjective: The student will use a ruler to measure objects using feet.��#\$���������������������������������������������������%���!���!���������������������������������&����������'�� ���� "���� ���� �������������������������������������������������*��������������������������������������������������������\$������������������������ ��������� ��!���������������������������������������������������

Lesson 106Measuring with CentimetersObjective: The student will use a ruler to measure with centimeters.��#\$���������������������������������������������������%���!���!���������������������������������&����������'�� ���� "���� ���� �������������������������������������������������*��������������������������������������������������������\$������������������������ ��������� ��!���������������������������������������������������

Lesson 107PERIMETER OF A SHAPEObjective: This student will find the perimeter or the distance around a shape in inches.

Lesson 108ADDING LENGTHSObjective: The student will solve problems using the addition of length.

Lesson 109SUBTRACTING LENGTHSObjective: The student will solve problems using the subtraction of length.

Lesson 110ASSESSMENT FOR LESSONS 101 TO 109Objectives: To assess the objectives learned in Lessons 101 to 109.

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Lesson 111COMPARING AND ESTIMATING CAPACITYObjective: The student will compare the holding capacity of objects and estimate how many cups a bowlwill hold.

Lesson 112UNDERSTANDING CUPS, PINTS AND QUARTSObjective: The student will learn to compare different units of measurement used to compare volume.

Lesson 113

COMPARING A LITER TO A QUART AND A PINTObjective: The student will understand how much a liter is and compare it to a pint and a quart.

���������� �� ������������� ��������� ����������������� ������������ �������������������������������������������������� �� ������������������� ���������������������� �������������������������� ��� ������������������������ ���� ��� ������������ ���������������������������������������������� �� ������������������Lesson 116WEIGHING OBJECTS USING POUNDSObjective: The student will compare the weight of objects to see if the object weighs more or less than a pound.

Lesson 117UNDERSTANDING OUNCES AND POUNDSObjective: The student will decide if it is better to weigh an object using an ounce or a pound.

Lesson 118HOW DO YOU MEASURE TEMPERATURE?Objective: The student will learn that a thermometer is used to take temperatures, to comparetemperatures and to determine if it is hot or cold.

Lesson 119WHAT DO YOU USE TO MEASURE?Objective: The student will learn whether to use a ruler, a balance, a thermometer or a measuring cup tomeasure an object or attribute related to the object.

Lesson 120ASSESSMENT FOR LESSONS 111 TO 119Objectives: To assess the objectives learned in Lessons 111 to 119.

Lesson 121SORTING OBJECTSObjective: The student will learn to sort objects by an attribute and explain how the objects were sorted.

Lesson 122MAKING A HORIZONTAL PICTOGRAPHObjective: The student will learn to make a horizontal pictograph.������*%������%��� ������� ����������������������"�������� ����������������������������������� ��������%��������!��������������!%��� ��������!��������������������������!������������������

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Lesson 123MAKING A VERTICAL PICTOGRAPHObjective: The student will learn to make a vertical pictograph.��������*%������%��� ������� ����������������������"�������� ����������������������������������� ��������%��������!��������������!%��� ��������!��������������������������!������������������������MAKING A HORIZONTAL BAR GRAPH�Objective: ����� ������������������������*�����������������������*%������%��� ������� ����������������������"�������� ����������������������������������� ��������%��������!��������������!%��� ��������!��������������������������!���������������������������MAKING A VERTICAL BAR GRAPHObjective: ����� ���������������������������������������������*%������%��� ������� ����������������������"�������� ����������������������������������� ��������%��������!��������������!%��� ��������!��������������������������!��������������

Lesson 126TALLY MARKSObjective: The student will learn how to make and use tally marks to record data.������������GRIDSObjective: The student will describe how to get from one point to another on a grid.

Lesson 128

IS IT IMPOSSIBLE, POSSIBLE OR CERTAIN?Objective: The student will determine if the chances of an event happening are a possibility, an�impossibility or a certainty.

Lesson 129 PREDICTING Objective: The student will decide if an event is more likely or less likely.

Lesson 130ASSESSMENT FOR LESSONS 121 TO 129Objectives: To assess the objectives learned in Lessons 121 to 129.

Lesson 131

HUNDREDSObjective: The student will understand that the hundreds place in a 3-digit number is to the left of thetens place. Understand that the two digits of a two-digit number represent amounts of tens andones.Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

Lesson 132

HUNDREDS, TENS AND ONESObjective: The student will understand that a number with 3-digits is hundreds plus tens and ones. 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)

Lesson 133

MORE HUNDREDS, TENS AND ONESObjective: The student will understand that a number with 3-digits has a hundreds place, a tens placeand a ones place. Count to 120, starting at any number less than 120. In this range, read and writenumerals and represent a number of objects with a written numeral.

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Lesson 134

ONE MORE THAN WITH HUNDREDSObjective: The student will find a 3-digit number that is one more than another 3-digit number. Countto 120, starting at any number less than 120. In this range, read and write numerals and represent a numberof objects with a written numeral.

Lesson 135

ONE LESS THAN WITH HUNDREDSObjective: The student will find a 3-digit number that is one less than another 3-digit number.

Lesson 136

GREATER THAN AND EQUAL TOObjective: The student will identify a 3-digit number that is greater than or the equal to another 3-digitnumber.

Lesson 137

LESS THAN AND EQUAL TOObjective: The student will identify a 3-digit number that is less than or_ equal to another 3-digit number.

�!!"#�\$%&PUTTING NUMBERS IN ORDER FROM GREATEST TO LEASTObjective: The student will put three 3-digit numbers in order from greatest to least. Count to120,�startin��� any number less than 120. In this range, read and write numerals and represent a number ofobjects with a written numeral.

Lesson 139

PUTTING NUMBERS IN ORDER FROM LEAST TO GREATESTObjective: The student will put three 3-digit numbers in order from least to greatest. Count to 120,startingat any number less than 120. In this range, read and write numerals and represent a number of objectswith a written numeral.

Lesson 140

ASSESSMENT FOR LESSONS 131 TO 139Objective: To assess the objectives learned in Lessons 131 to 139. Count to 120, starting at any numberless than 120. In this range, read and write numerals and represent a number of objects with a written�������� Lesson 141

ADDING 7Objective: Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposinga number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship betweenaddition 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.The student will memorize addition facts up to 7 + 10.

Lesson 142

ADDING 8Objective: Use addition and subtraction within 20 to solve word problems involving situations of addingto,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.Student will learn about addition through pairing numbers to make the number 5.The student will memorize addition facts up to 8 + 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 relation-ship be-tween 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.

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Lesson 143

Lesson 145

DOUBLES TO 10 +10Objective: The student will memorize doubles addition facts up to 10 + 10. Use strategies such as count-ing 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 bycreating the known equivalent 6 + 6 + 1 = 12 + 1 = 13.

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��Lesson 149

ASSESSMENT FOR LESSONS 141 TO 149Objectives: To assess the objectives learned in Lessons 141 to 149.

�!!"#�\$'\$SUBTRACTING 7Objective: 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.The student will memorize subtraction facts up to 17 - 7. 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 = _.

Lesson 152SUBTRACTING 8Objective: Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decom-posing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship betweenaddition 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.The student will memorize subtraction facts up to 18 - 8.

Lesson 153SUBTRACTING 9Objective: Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decom-posing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship betweenaddition 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.The student will memorize subtraction facts up to 19 - 9.

Lesson 154SUBTRACTING 10Objective: The student will memorize subtraction facts up to 20-10. P��������� ���������%������!���� ��10 more ���/@����������������%��������������������"�\$������������������� � �����������������/@�����������/@�W@�����������������/@������������/@�W@�&����������*��� �������'%��������������� ������� ���������� ����������� �������������%��������������������%���� X��������������������� ������� ����������"�����������!�������������� ��� �\$������������������� ��

Lesson 155SUBTRACTING WITH DOUBLESObjective: Use strategies such as counti�� 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 relation-ship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13. The student will memorize subtraction facts that are related to the doubles addition�

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Lesson 15�FACT FAMILIESObjective: Apply properties of operations as strategies to add and subtract. Examples: if 8 + 3 = 11 isknown, then 3 + 8 = 11 is known (commutative property of addition). To add 2 + 6 + 4, the second numberscan be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (associative property of addition). The student will write the 2 addition sentences and the 2 subtraction sentences that make up a fact family.Understand subtraction as an unknown-addend problem. For example, subttract 10 - 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.

Lesson 158

USING ADDITION TO SOLVE SUBTRACTION PROBLEMSObjective: The student will tell what addition fact helps to solve a subtraction problem. Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.

Lesson 159

SUBTRACTING DOUBLES OR USING RELATED FACTS?Objective: The student will be able to decide which strategy to use to solve a subtraction problem.

Lesson 160ASSESSMENT FOR LESSONS 151 TO 159Objectives: The student will be assessed on the objectives learned in Lessons 151 to 159.

Lesson 161

ADDING TENSObjective: The student will learn to add two groups of ten. 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). 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 tensand tens, ones and ones; and sometimes it is necessary to compose a ten.

Lesson 162ADDING ONES TO A 2-DIGIT NUMBERObjective: The student will add ones to a 2-digit number. Add within 100, including adding a two-digitnumber and a one-digit number, and adding a two-digit number and a multiple of 10, using concretemodels 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 and sometimes it is necessary to compose a ten.

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Lesson 163ADDING 2-DIGIT NUMBERS AND TENSObjective: The student will add groups of ten to a 2-digit number. 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, usingconcrete 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 thereasoning 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. Given a two-digit number, mentally find 10 more or 10 less than thenumber, without having to count; explain the reasoning used.

Lesson 164

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Lesson 165ADDING WITH A NUMBER LINEObjective: The student will add a 2-digit number and a 1-digit number by using a number line.

Lesson 166ADDING WITH REGROUPINGObjective: The student will add a 2-digit number and a 1-digit number with regrouping. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multipleof 10, using concrete models or drawings and strategies based on place value, properties of operations,and/or the relatio��hip between add on and subtract on; relate the strategy to a�w��� method andexplain t������������� ���Understand that in adding two-digit numbers, one adds ����� ���, onesand ones; and sometimes it is necessary to compose a ten.

Lesson 167

MORE ADDING WITH REGROUPINGObjective: The student will add a 2-digit number and a 1-digit number with regrouping. 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.

Lesson 168

WRITING 2-DIGIT PLUS 1-DIGIT ADDITION PROBLEMSObjective: The student will write and find the sum of a 2-digit number and a 1-digit number with and without regrouping. 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 isnecessary to compose a ten.

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Lesson 170

ASSESSMENT FOR LESSONS 161 TO 169Objectives: The student will be assessed on the objectives learned in Lessons 161 to 169. Add within�/@@%������ ����� ��������� ������������ ������ ���������%��� �� ��������� ������������ ������������/@% �������������� ������ ���������� ����������� �������������%���������������������%��� X��������������������� ������� ����������"�����������!�������������� ��� �\$������������������� ��Z� ���� �������� ������� ����������%����� ������� ���%������� ����"��� �������������������!����������������

Lesson�1�1SUBTRACTING TENSObjective: The Student will subtract two groups of ten. 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)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.

Lesson 172SUBTRACTING ONES FROM A 2-DIGIT NUMBER Objective: The student will subtract ones from a 2 digit number. Lesson 173SUBTRACTING TENS FROM A 2-DIGIT NUMBERObjective: The student will subtract groups of ten from a 2%digit number. 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). 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 ex

Lesson 174SUBTRACTING 2-DIGIT NUMBERS WITHOUT BORROWINGO��� ����: The student will subtract two 2-digit numbers without borrowing.

Lesson 175SUBTRACTING WITH A NUMBER LINE Objective: The student will subtract a 1-digit number from a 2-digit number by using a number line.

Lesson 176SUBTRACTING WITH BORROWINGObjective: The student will subtract a 1-digit number and a 2-digit number with borrowing.

Lesson 177MORE SUBTRACTING WITH BORROWING Objective: The student will subtract a 1-digit number from a 2-digit number with borrowing.

Lesson 178

WRITING 2-DIGIT MINUS 1-DIGIT SUBTRACTION PROBLEMS Objective: The student will write and find the difference of a 2-digit number and a 1-digit number withand without borrowing. Lesson 179 SOLVING SUBTRACTION WORD PROBLEMS Objective: The student will write and solve subtraction word problems. Lesson 180

ASSESSMENT FOR LESSONS 171 TO 179 Objectives: The student will be assessed on the objectives learned in Lessons 171.

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First Grade Math Common Core Alignment Complete Curriculum Lesson

Operations and Algebraic Thinking

--Represent and solve problems involving addition and subtraction.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

4-9, 21, 34, 38, 67, 141-144, 146, 149, 169

the problem.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.

������������������������149

--Understand and apply properties of operations and the relationship between addition and subtraction.1.OA.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known then 3 + 8 = 11 is also known

29, 36, 37, 157, 149Examples: 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.)1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

11,�12,�13,�14,�15,�16,�35,�36,�38,�156,�157,�158

--Add and subtract within 20.1 OA 5 Relate counting to addition and subtraction (e g by counting on 2 17, 23, 24, 33, 42, 43, 44, 45, 46, 47,

147, 148, 1491.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2to add 2).

,

1.OA.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). 23,�25,�26,�55,�141,�142,�143,�144,�145,�146,�the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

151,�152,�153,�154,�155--Work with addition and subtraction equations.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.

21-29, 31-33

1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown

37, 39, 169, 179equation relating three whole numbers. For example, determine the unknownnumber that makes the equation true in each of the equations 8 + ? = 11, 5 = � – 3, 6 + 6 = �Number and Operations in Base Ten

--Extend the counting sequence.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.

43, 44, 45, 46, 47, 54, 56, 133, 134, 138, 139, 140

Understand place value--Understand place value.1.NBT.2 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.” 42, 51, 52, 53, 131

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

42, 51, 52, 53, 131

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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).

42, 51, 52, 53, 131, 161, 171, 173

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 <.

57, 58, 59, 60

--Use place value understanding and properties of operations to add and subtract.1 NBT 4 Add ithi 100 i l di ddi t di it b d 161 162 163 166 161.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.

161, 162, 163, 166, 167, 168, 169, 170

1 NBT 5 Given a two digit number mentally find 10 more or 10 less than 56 154, 1631.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.

56, 154

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.

154, 171, 173

Measurement and Data

Measure lengths indirectly and by iterating length units--Measure lengths indirectly and by iterating length units.1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.

*101

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 o erlaps

102, 104, 105, 106

no gaps or overlaps.--Tell and write time.1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.

63, 64, 65

--Represent and interpret data.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

122, 123, 124, 125

g y y g yanother.Geometry

--Reason with shapes and their attributes.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.

81, 82, 83, 84, 85, 86

1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, 81, 84, 881.G.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.

81, 84, 88

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

88

p p gmore equal shares creates smaller shares.

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STUDENT MANUAL V.2

Lesson 178WRITING 2-DIGIT MINUS 1-DIGIT SUBTRACTION PROBLEMS

In this Lesson, you will learn how to write a 2-digit number minus a 1-digit number subtraction sentence vertically.

Your teacher will write the subtraction problem 54 - 8 = horizontally, on the dry erase board, chalkboard or paper. Your teacher will show you how to write the problem vertically and solve the problem. Don’t forget to borrow from the 5 to make the 4 into 14 ones.

Your teacher will write the subtraction problem 36 - 5 = horizontally, on the dry erase board, chalkboard or paper and help you write the problem vertically and solve the problem.

When your teacher writes the subtraction problems 68 - 7 = and 27 - 4 = horizontally, on the dry erase board, chalkboard or paper, write the problems vertically and solve the problems by yourself.

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Lesson Wrap-Up: Review with your teacher how to write a horizontal subtraction problem, vertically.

MATH LESSON 178-1

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STUDENT MANUAL V.2

25

25 + 7 = + 7

32

Worksheet 178WRITING 2-DIGIT MINUS 1-DIGIT SUBTRACTION PROBLEMS

45

45 - 4 = - 4

41

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1.

62 - 5 =

MATH WORKSHEET 178-1

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STUDENT MANUAL V.2

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2.

53 - 2 =

3.

87 - 8 =

MATH WORKSHEET 178-2

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STUDENT MANUAL V.2

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4.

44 - 6 =

5.

71 - 9 =

MATH WORKSHEET 178-3

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STUDENT MANUAL V.2

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6.

26 - 5 =

7.

16 - 4 =

MATH WORKSHEET 178-4

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STUDENT MANUAL V.2

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8.

52 - 7 =

9.

94 - 1 =

MATH WORKSHEET 178-5

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STUDENT MANUAL V.2

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10.

77 - 9 =

MATH WORKSHEET 178-6

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STUDENT MANUAL V.2

Lesson 179SOLVING SUBTRACTION WORD PROBLEMS

In this Lesson, you will learn how to write and solve subtraction word problems.

Your teacher will write word problems on the dry erase board, chalkboard or paper and help you ������������� ��������������������������������������

��� ��������������������������������������� ������������ ��������

Lesson Wrap-Up: Review the words that help you to know when to use subtraction to solve a word problem.

MATH LESSON 179-1

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STUDENT MANUAL V.2

Worksheet 179SOLVING SUBTRACTION WORD PROBLEMS

Pat had 24 apples. His family ate 5 apples.How many apples does Pat have left?

24 - 5

19 apples

Directions: Read each problem carefully. Write the correct problem to solve the answer. Be sure to label the sum.

1. Kim had 42 grapes for lunch. She only ate 9 of them. How many grapes did she have left?

MATH WORKSHEET 179-1

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STUDENT MANUAL V.2

Directions: Read each problem carefully. Write the correct problem to solve the answer. Be sure to label the sum.

2. There were 36 juice boxes in the refrigerator. The kids drank 8 of them. How many juice boxes were left?

3. The team had 55 baseballs at the beginning of the ball game. They lost 7 balls during the game. How many baseballs does the team have left at the end of the game?

MATH WORKSHEET 179-2

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Directions: Read each problem carefully. Write the correct problem to solve the answer. Be sure to label the sum.

4. There were 61 chairs in the classroom. The other class had to borrow 5 chairs. How many chairs were left?

5. Meg bought 41 lollipops. She shared 8 with her friends. How many lollipops did she have left?

MATH WORKSHEET 179-3

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STUDENT MANUAL V.2

Lesson 180 ASSESSMENT FOR LESSONS 171 TO 179

Today you will complete Worksheet 180 to assess what you learned in Lessons 171 to 179.

MATH LESSON 180-1

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STUDENT MANUAL V.2 MATH WORKSHEET 180-1

Worksheet 180 ASSESSMENT FOR LESSONS 171 TO 179

Directions: Write the sum of each addition problem. You may use the ice cream sticks to help you solve the problems.

1.

If 8 - 2 = then 80 - 20 =

2.

If 5 - 1 = then 50 - 10 =

Directions: Use the Hundreds Chart to help you solve the subtraction problems.

3. 4.

28 - 3 = 46 - 5 =

1

11

21

31

41

51

61

71

81

91

2

12

22

32

42

52

62

72

82

92

3

13

23

33

43

53

63

73

83

93

4

14

24

34

44

54

64

74

84

94

5

15

25

35

45

55

65

75

85

95

6

16

26

36

46

56

66

76

86

96

7

17

27

37

47

57

67

77

87

97

8

18

28

38

48

58

68

78

88

98

9

19

29

39

49

59

69

79

89

99

10

20

30

40

50

60

70

80

90

100

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STUDENT MANUAL V.2 MATH WORKSHEET 180-2

Directions: Write the numbers in the blanks counting ���� by ones to solve the subtraction problems.

5.

36 - 2 = 36,

6.

58 - 4 = 58,

Directions: Use the Hundreds Chart to help you solve the subtraction problems.

7. 8.

64 - 40 = 83 - 50 =

Directions: Write the numbers in the blanks counting �����by tens to solve the subtraction problems.

9.

21 - 10 = 21,

10.

55 - 20 = 55,

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STUDENT MANUAL V.2 MATH WORKSHEET 180-3

Directions: Find the difference for each subtraction problem. You may use your ice cream sticks to help you.

11. tens ones 12. tens ones 88 52

- 33 - 12

Directions: Use the number line to help you solve the following subtraction problems.

13. 14.

56 - 5 = 52 - 6 =

Directions: Use your ice cream sticks to help you solve the following subtraction problems. Circle the word borrow if you needed to borrow to solve the problem.

15.

61 - 3 = Borrow

16.

44 - 6 = Borrow

4140 42 43 44 45 46 47 48 49 51 5250 53 54 55 56 57 59 6058

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STUDENT MANUAL V.2 MATH WORKSHEET 180-4

Directions: Write the difference for each subtraction problem. You may use the ice cream sticks to help you if needed.

17. 18.

6 7 3 1

- 8 - 4

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19.

42 - 5 =

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STUDENT MANUAL V.2 MATH WORKSHEET 180-5

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20.

23 - 2 =

Directions: Read each problem carefully. Write the correct problem to solve the answer. Be sure to label the difference.

21. Jim had 23 pretzels for lunch. He only ate 9 of them. How many pretzels did he have left?

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STUDENT MANUAL V.2 MATH WORKSHEET 180-6

Directions: Read each problem carefully. Write the correct problem to solve the answer. Be sure to label the difference.

22. There were 36 small milk cartons in the refrigerator. The kids drank 8 of them. How many small milk cartons were left?

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