st
1 Grade Math Curriculum Guide
Developed in conjunction with
Rev 8/13
1st Grade Mathematics Course Outline
Trimester 1(August 27 to November 20, 2013)
Topic 1: Numbers to 50, Chapters 1, 2
Time Frame: 3 weeks (Aug 27-Sept 20)
Subtopics: Count, read and write to 50; numbers & number parts; before, after, between; compare and order using symbols; one more, one
less
Topic 2: Addition Numbers to 10, Chapters 3, 4, 5
Time Frame: 4 weeks (Sept 23-Oct 18)
Subtopics: The concept of addition; understanding and knowing addition facts; use of symbols; multiple
representations; use a number line to add; draw to add; add vertically; add doubles; add with zero
Topic 3: Relate Addition and Subtraction Numbers to 10, Chapters 6, 7, 8, 9
Time Frame: 5 weeks (Oct 21-Nov 22)
Subtopics: The concept of subtraction; draw to subtract; use of symbols; multiple representations; use a number line to
subtract; subtract to compare; use addition to subtract; check subtraction with addition
Trimester 2 (November 21, 2013 to March 19, 2014)
Topic 4: Data, Graphs, and Patterns, Chapters 10, 11
Time Frame: 3 weeks (Dec 2-20)
Subtopics: Creating picture graphs; making tally charts; making bar graphs; interpreting graphs; solving addition and subtraction problems
from graphs; sorting objects; describing and extending repeating patterns
Topic 5: Geometry and Measurement, Chapters 26, 27, 28
Time Frame: 3 weeks (Jan 13-31)
Subtopics: Identify, describe and classify 2- and 3-D shapes; give and follow directional words; position objects
using spacial vocabulary; identify faces of solids; measure with nonstandard units; compare length, height, weight,
volume
Topic 6: Place Value to 100, Chapters 12, 13, 14
Time Frame: 3 weeks (Feb 3-21)
Subtopics: Count, read and write numbers, represent numbers; compare and order numbers using symbols; estimate; count by 2’s, 5’s and
10’s; ten more, ten less
Common Core Student Engagement Task
Time Frame: 1 week (Feb 24-28)
Topic 7: Addition and Subtraction Facts to 12, Chapters 15, 16
Subtopics: Counting on; missing addends; writing number sentences
Time Frame: 3 weeks (March 3-21)
Rev 8/13
1st Grade Mathematics Course Outline (cont.)
Trimester 3 (March 20-June 19, 2014)
Topic 8: Addition and Subtraction Facts to 20, Chapters 17, 18, 19
Time Frame: 3 weeks (March 24-April 18)
Subtopics: Doubles plus one; add with ten; add three numbers; use doubles to subtract; fact families; different ways to
subtract; comparison problems
Topic 9: Money and Time, Chapters 20, 21, 22
Time Frame: 3 weeks (April 21-May 9)
Subtopics: Coin values; combinations of coins; counting by pennies, nickels, and dimes; using money for addition and subtraction; equal
amounts, using quarters; tell time to the hour, half-hour; relate time to events
Topic 10: Addition & Subtraction of Two-Digit Numbers, Chapters 23, 24, 25
Time Frame: 3 weeks (May 12-30)
Subtopics: Sums to 30, to 50, to 100; addition of 2-digit to 1-digit numbers; word problems involving addition;
subtraction of 2-digit and 1-digit numbers; word problems involving subtraction.
Topic 11: Looking Ahead Activities
Time Frame: 3 weeks (June 2-19)
Subtopics: Ten More, Ten Less; Coins; Order & Compare Numbers; Use Symbols; Teen Facts; Place Value, Addition; Subtraction; Measure
Length; Time; 2-D Shapes; 3-D Shapes; Patterns; Picture Graphs; Bar Graphs
Key
Supplemental Materials in Curriculum Guidelines
IMP - Irvine Math Project
T.E. - Teacher’s Edition
IMC - Instructional Media Center
Rev 8/13
Topic 1
st
1 Trimester
1st Grade Mathematics
Standards
NS 1.1* Count, read, and write whole
numbers to 100.
Numbers to 50
3 Weeks
(Aug 27-Sept 20, 2013)
Subtopics:
• Count, read, and write
to 20
• Compare and order
using symbols
Materials:
Multilink cubes
Counting bears
Cuisenaire rods
Dotted cubes
Base-ten blocks
Playing cards
Unifix cubes
Counters
Rev 8/13
NS 1.2* Compare and order whole
numbers to 100 by using the symbols for
less than, equal to, or greater than (<, =,
>).
NS 2.3* Identify one more than, one less
than.
Key Vocabulary
Compare
Greater than
Most
Fewer
Least
Equals
First
Third
After
Order
More
Less than
Fewest
Equal to
Between
Second
Before
ST Math:
Number Sticks, Bird Expressions,
Ten Frame, Number Line Trap,
Ten Frame to 20, Dot Count, Dot
Count L1, Counting On, Number
Line Trap to 20, Swap Sort,
Order Sort, More or Less, More
Less Parachute, Least or Most,
Swap Sort L1, Order Sort L1,
Comparison Signs, More or Less
L1, More Less Parachute L1,
More Less Parachute Multiple
Choice, Least or Most L1
Resources/Teaching Strategies
Weeks 1 & 2: Read, write, count, and represent numbers to 20 NS 1.1
Lessons: 1.1, 1.2, 1.3, 1.4, 1.5 AND/OR
• Have students draw and label 14 apples. Write the number label for the group of
objects.
• Write a counting book to 20.
• Have students count to 20 using 1 to 1 correspondence and read and write
numbers to 20 (in random order).
• Teacher graphs student names by beginning letter or have students wear different
colored name tags and graph by color. Count the number in each bar.
• Have students show “12” in two different ways
• Use multi-link cubes to represent the numbers from 1-20.
• IMP activity: “Fishing for Rods”
Week 3: Write, compare and order numbers to 50; one more, one less NS 1.2
Lessons: 2.1, 2.2, 2.3 AND/OR
• Have students compare 2 groups of objects and tell which has more and which
has less.
• Have students place 3 non-consecutive numbers in order.
• Dotted Cube Toss-working in groups of three, 2 students toss a dotted cube,1
student records numbers and decides on the symbol to use (<,>,=).
• IMP activity: “Number Guess”
• Assign each student a number from 1-20 and have them line up in order.
• Bridge Map (relating factor: “comes after”, “comes before”)
Literature:
10 Black Dots by Donald Crews
Seven Blind Mice by Ed Young
12 WAYS TO GET TO 11 by Eve Merriam
Two Ways to Count to Ten by Ruby Dee
Caps for Sale by Esphyr Slobodkina
Mouse Count by Ellen Stoll Walsh
Math Centers:
1, 2, 3
ST Math: Subitizing Finger
Patterns, Subitizing Fingers & Dice,
Subitizing with Dice, Double-Sided
Subitizing
Topic 2
st
1 Trimester
Addition
Numbers to 10
4 Weeks
(Sept 23-Oct 18, 2013)
Subtopics:
• The concept of
addition
• One more, one less
• Understanding and
knowing addition facts
• Use of symbols
• Multiple
representations
• Word problems
involving addition
Materials:
Cuisenaire Rods
Doubles Rap
Number Line
Counters (2-sided)
Place value mat
Multi-link Cubes
Unifix cubes
Rev 8/13
1st Grade Mathematics
Standards
NS 1.3 Represent equivalent forms of
the same number through the use of
physical models, diagrams, and number
expressions (to 20) (e.g., 8 may be
represented as 4 + 4,
5 + 3, 2 + 2 + 2 + 2…)
NS 2.1* Know the addition facts (sums
to 20) and the corresponding subtraction
facts and commit them to memory.
NS 2.5* Show the meaning of addition
(putting together, increasing) and
subtraction (taking away, comparing,
finding the difference).
AF 1.1 Write and solve number
sentences from problem situations that
express relationships involving addition
and subtraction from the context of the
problem.
AF 1.2 Understand the meaning of the
symbols + - =
Resources/Teaching Strategies
Weeks 1 & 2: The concept of addition; symbols; write number sentences NS
2.3, NS 2.5 AF 1.2
Lessons: 3.1, 3.2, 3.3, 3.4, 3.5; 4.1
AND/OR
• IMP activity: “Hit The Target”
• Bridge Map (relating factor: “is one more than”, “is one less than”)
Weeks 3 & 4: Adding to 10; multiple representations; use a number line; use
doubles to add NS 1.3, NS 2.1, AF 1.3
Lessons: 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5
AND/OR
• IMP activity: “Domino Equation Scrabble”
• Circle Map to show multiple representations of a single number
Literature:
The M&M’s Counting Book By: Barbara Barbieri McGrath
The Hershey's Kisses Addition Book by Jerry Pallotta,
The Hershey's Kisses Subtraction Book by Jerry Pallotta
Mission: Addition by Loreen Leedy
Subtraction Action by Loreen Leedy
AF 1.3 Create problem situations that
might lead to given number sentences
involving addition and subtraction.
ST Math:
Stair Case, Push Box, Ten
Frame Addition, Push Box to
20, Dot Regroup, Ten Frame
Addition L1, Add Stacks,
Partners, Addition Algorithm
Plus One &Ten, Addition
Algorithm, Dot Regroup 2
Key Vocabulary
Math Centers:
4, 5, 6
Addition Tally
Plus
Increase
Add
Total
Sum
Equals
Altogether
Number sentence
Topic 3
st
1 Trimester
Relate
Addition &
Subtraction
to 10
5 Weeks
(Oct 21-Nov 22, 2013)
Subtopics:
• The concept of
subtraction
• Use of symbols
• Multiple
representations
• Inverse relationship of
addition and
subtraction
• Subtracting within 20
• Word problems
involving addition and
subtraction
Materials:
Cuisenaire Rods
Doubles Rap
Number Line
Counters (2-sided)
Place value mat
Multi-link Cubes
Unifix cubes
1st Grade Mathematics
Standards
NS 1.3 Represent equivalent forms of
the same number through the use of
physical models, diagrams, and number
expressions (to 20) (e.g., 8 may be
represented as 4 + 4,
5 + 3, 2 + 2 + 2 + 2…)
NS 2.1* Know the addition facts (sums
to 20) and the corresponding subtraction
facts and commit them to memory.
NS 2.2* Use the inverse relationship
between addition and subtraction to
solve problems.
NS 2.5* Show the meaning of addition
(putting together, increasing) and
subtraction (taking away, comparing,
finding the difference).
AF 1.1 Write and solve number
sentences from problem situations that
express relationships involving addition
and subtraction from the context of the
problem.
AF 1.2 Understand the meaning of the
symbols + - =
AF 1.3 Create problem situations that
might lead to given number sentences
involving addition and subtraction.
Math Centers:
7, 8, 9, 10
Resources/Teaching Strategies
Weeks 1 & 2: The relationship between addition and subtraction; subtracting
within 10; write number sentences for subtraction NS 2.1, NS 2.2, AF 1.2
Lessons 6.1, 6.2, 6.3, 6.4, 6.5, 7.1, 7.2, 7.3, 7.4, 7.5
AND/OR
• IMP activity: “Cuisenaire Trains”
• Use 10, 2-color chips (or beans) to discover all of the combinations of 10.
(0+10, 1+9, 2+8)
• Double Bubble Map to compare addition and subtraction
Weeks 3-5: Word problems involving addition and subtraction; count back;
use a number line; check subtraction with addition; fact families NS 2.5, AF
1.1, AF 1.3
Lessons: 8.1, 8.2, 8.3, 8.4, 8.5, 9.1, 9.2, 9.3, 9.4, 9.5
AND/OR
• Have students illustrate, act out and use manipulatives to solve simple story
problems:
3 frogs were in the pond. 2 more came. How many frogs are now in the pond?
10 frogs were in the pond. Some left. Now there are 2 frogs in the pond. How
many left?
7 frogs were swimming in the pond. Some more
frogs came to swim. Now there are 10 frogs in the
pond. How many more came to swim?
•
Given a number sentence, students will create and perform a story describing
the fact.
Key Vocabulary
ST Math:
Push Box, Bird Expressions, Select Box,
Ten Frame Subtraction, Estimate
Subtraction, Basic Fact Subtraction, Tug
Boat, Mice Island, Mice Island L1, Tug
Boat L1
Subtraction
Subtract
Decrease
Minus
Equals
Difference
Number sentence
How many more
How many less
End of 1st Trimester: November 20, 2013
Rev 8/13
Topic 4
nd
2 Trimester
Data, Graphs
& Patterns
3 Weeks
(Dec 2-20, 2013)
Subtopics:
• Creating graphs
• Interpreting graphs
• Solving addition and
subtraction problems
from graphs
Key Vocabulary
Picture graph
Bar graph
Tally marks
Data
More
Less
Rev 8/13
1st Grade Mathematics
Standards
*NS 1.2 Compare and order whole
numbers to 100 by using the symbols for
less than, equal to, or greater than (<, =,
>).
AF 1.1 Write and solve number
sentences from problem situations that
express relationships involving addition
and subtraction.
SDAP 1.1 Sort objects and data by
common attributes and describe the
categories.
SDAP 1.2 Represent and compare data
(e.g., largest, smallest, most often, least
often) by using pictures, bar graphs, tally
charts, and picture graphs.
SDAP 2.1* Describe, extend, and
explain ways to get to a next element in
simple repeating patterns (e.g., rhythmic,
numeric, color, and shape).
Materials:
Dice
Index cards with
pictures of food
Graph paper
Food for graphing
(M&M’s, Skittles,
Fruit Loops, etc.)
Resources/Teaching Strategies
Weeks 1 & 2: Represent and compare data (picture graphs, bar graphs, tally
charts) SDAP 1.2, NS 1.2, AF 1.1
Lessons: 10.1, 10.2, 10.3, 10.4, 10.5
AND/OR
• Have students collect data and display in a bar graph. (birthdays, pets, favorite
food.)
• Have students create a picture graph showing students’ favorite foods.
• Have students create a class picture graph of teeth lost during year. Record by
month.
• Have students use tally marks to record the number of times each number 1-6 is
rolled on a standard die. Create a tally chart using the data.
• Have students write number sentences comparing responses on a bar graph.
(More students chose pizza than hot dogs. 8 pizzas > 3 hot dogs. Hamburgers
were picked least often. 11 students chose pizza or hamburgers. 8+3=11)
Math Centers:
Week 3: Patterns SDAP 1.1, SDAP 2.1
11, 12
Lessons : 11.1, 11.2, 11.3, 11.4, 11.5 AND/OR
• IMP activity: “Bug Dance”
• IMP activity: “Function Box”
• Have students discover patterns in addition and subtraction, and note
connections between the patterns. (Fact families, one less and one more)
• Allow students to use stamps to create repeating patterns.
• Ex: numeric pattern; 1,2,3,1,2,3, …
• Flow Map for showing what comes next in a pattern
Literature:
More M&M’s Brand Chocolate Candies Math, by Barbara Barbieri McGrath
ST Math:
Tally Marks, Attribute Grid, Graph Sort, Robot Patterns,
Pattern Monkey, Pattern Monkey 2, Counting On
Topic 5
nd
2 Trimester
Geometry &
Measurement
3 Weeks
(Jan 13-31, 2014)
Subtopics:
• Identify, describe and
classify 2- and 3-D
shapes
• Give and follow
directional words
• Position objects using
spacial vocabulary
Key Vocabulary
Near
Below
Far
Above
Up
Down
Behind
In front of
Next to
Left of
Right of
Triangle
Rectangle
Square
Circle
Shape
Angle
Curved
Corner
Side
3-Dimensional Face
Sphere
Cube
Cone
Cylinder
Rectangular prism
Triangular prism
Rev 8/13
1st Grade Mathematics
Standards
Resources/Teaching Strategies
MG 2.1 Identify, describe, and compare
triangles, rectangles, squares, and circles,
including the faces of three-dimensional
objects.
Week 1: Classification of 2-dimensional shapes; directions and locations MG
2.1, 2.2, 2.3, 2.4
Lessons: 26.1, 26.2, 26.3, 26.4, 26.5 AND/OR
• Review flat shapes (square, rectangle, circle, triangle). Students will identify
objects around the room that have a given shape. Shapes should be large and
labeled. Students should have an opportunity to handle the objects.
•
Tree Map for sorting shapes by attributes
• Students will arrange objects around the classroom based on each other’s verbal
clues.
• Students will play “I spy” using proximity, position, and direction clues.
• Have students participate in creating a floor map of the classroom. Students will
place objects on the map by following each other’s directions.
MG 2.2 Classify familiar plane and
solid objects by common attributes, such
as color, position, shape, size, roundness,
or number of corners, and explain which
attributes are being used for
classification.
MG 2.3 Give and follow directions
about a location.
MG 2.4 Arrange and describe objects in
space by proximity, position, and
direction (e.g., near, far, below, above,
up, down, behind, in front of, next to, left
or right of).
Materials:
Geoboards
Pattern blocks
Shapes (plane and
solid)
Paper, markers, and
objects to create
Floor map
Real life 3 dimensional
objects
Die cuts are available
at the IMC
Week 2: Classification of 3-dimensional shapes MG 2.1, MG 2.2
Lessons 27.1, 27.2, 27.3, 27.4 AND/OR
• Have students sort real objects into categories based on color, position, shape,
size, roundness, number of corners, and number of sides. Make sure all sorts are
into 2 categories (things that have ____ in common and things that don’t.)
• Point to 3-dimensional solids around the room and have students name all the 2dimensional shapes that comprise the solid; e.g., the door is made from 6
rectangles.
• IMP activities: “Rolling Nets” & “Skeletons”
•
Bubble Map to describe a shape
Bridge Map to show parts of a shape
•
Math Centers:
27, 28
ST Math:
Pick Geometric Shapes 2D, Pick Geometric
Shapes 3-D, Pick Geometric Shapes 2D L1,
Prisms, Venn Space, Venn Space Pick Shape,
Match Shape, Match Position Side View,
Match Position Top View, Treasure Hunt with
Arrows, Treasure Hunt with Boxes; Match
Position Side View L1, Match Position Top
View L1, Treasure Hunt L1
Topic 5
3rd Trimester
Geometry &
Measurement
1st Grade Mathematics
Standards
Resources/Teaching Strategies
MG 1.1 Compare the length, weight, and
volume of two or more objects by using
direct comparison or a nonstandard unit.
Week 3: Length & Height; Volume & Weight MG 1.1
Lessons 28.1, 28.2, 28.3, 28.4, 28.5 AND/OR
• IMP activity: “Measurement Olympics”
• IMP activity: “Measurement Graphing Challenge”
• IMP activity: “Body Ratios”
• Use a variety of nonstandard units (pencils, q-tips, bear counters) to measure the
length of objects in the classroom.
• Determine if it takes more of _______’s feet or ______’s feet to measure the
length of the classroom.
• Read How Big is a Foot? and have students trace and cut out shapes of their feet.
Use cut out to measure objects around the room.
• Bridge Map for looking at relationships in measurement (relating factor: “is
longer than”, “is shorter than”)
• IMP activity: “Don’t Make it Spill”
• Compare and explore the volume of various containers by pouring water from
one container to another.
• Use a Dixie cup to pour water into a milk carton, milk jug, coffee can etc.
Estimate how many cups it will take, then measure.
• Compare the weight of various objects. Estimate which will be lighter/heavier
then use a double-pan balance to compare.
• Bridge Map for looking at relationships in weight (relating factor: “weighs
less/more than”)
(continued)
(Jan 13-31, 2014)
Subtopics:
• Non-standard linear
measurement
• Volume
• Weight
Materials:
Various nonstandard
measuring units
2 pan balance
Various sized liquid
containers
Dixie cups
Plastic tubs to catch
water
Rulers
Containers
Key Vocabulary
Length
Width
Height
Size
Compare
Volume
Lighter
Balance
Rev 8/13
Shorter
Longer
More
Less
Weight
Weigh
Measure
ST Math:
Swap Sort, Slinky Objects,
Measure it with Objects,
slinky Weights, Measure it
with Ruler, Slinky Pounds
Literature:
How Big is a Foot by Rolf Myller
Twelve Snails to One Lizard by Susan High Tower
Inch by Inch by Leo Lionni
Inchworm and a Half by Elinor Pinczes
Is a Blue Whale the Biggest Thing There Is? by Leo Lionni
The Napping House by Audrey Wood
Topic 6
nd
2 Trimester
Place Value to
100
3 Weeks
(Feb 3-21, 2014)
Subtopics:
• Count, read and write
numbers
• Compare and order
numbers
• Represent numbers
• Estimate
• Count by 2s, 5s and
10s
1st Grade Mathematics
Standards
NS 1.1* Count, read, and write whole
numbers to 100.
Week 1: Represent numbers to 100, one more one less; ten more ten less; count,
read and write numbers to 100 NS 1.1, NS 1.4
Lessons: 12.1, 12.2, 12.3, 12.4, 12.5, 2.4, 2.5 AND/OR
NS 1.2* Compare and order whole • Create a page for a class number book. Using a randomly assigned number (20-99),
numbers to 100 by using the symbols
students create a page for the book showing as many ways to represent the number
for less than, equal to, or greater than
as possible including pictures, number sentences & diagrams.
(<, =, >).
• Have students explain how 36 is different from 63
• Use Base Ten blocks or Multilink cubes to demonstrate regrouping ones into tens
NS 1.4 Count and group object in
• Have students demonstrate the number 57 using Base Ten blocks.
ones and tens (e.g., three groups of 10
• Bring in a collection of 100 items (cereal, toothpicks, buttons) glued onto a chart in
and 4 equals 34,
groups of 10.
or 30 + 4).
• Circle Map to show multiple representations of a single number
• IMP activity: “100 Chart Hunt”
NS 2.4* Count by 2s, 5s, and 10s to
• Bridge Map (relating factor: “comes before”, “comes after”)
100.
NS 3.1 Make reasonable estimates
when comparing larger or smaller
numbers.
Key Vocabulary
Place value
Estimate
Digit
Ones
Tens
Hundreds
Less than
Greater than
Group
Materials:
Base ten blocks
Number line
Hundreds chart
Linking cubes
Centimeter cubes
Unifix cubes
Beans
Popsicle sticks
Place value mat
(tens and ones)
Rev 8/13
Resources/Teaching Strategies
SDAP 2.1 Describe extend and
explain ways to get to a next element
in simple repeating patterns (numeric)
Literature:
One Hundred Hungry Ants by
Bonnie MacKain
Reese’s Pieces: Count by Fives by
Jerry Pallotta and Rob Bolster
One Hundred Seagulls Make a
Racket by Betty Franco
ST Math: Counting On,
Number Sticks, Greenies,
Number Line Trap,
Comparison Signs, Large
Number Comparison,
Least Most, Swap Sort
L1, Least Most L1, Order
Sort L1
Week 2: Number patterns, count by 2s, 5s, 10s NS 1.1, NS 2.4, SDAP 2.1
Lessons 13.1, 13.2, 13.3, 13.4, 13.5 AND/OR
• Have students fill in the missing numbers (26, 28, 30, ___, 34, ___, ___, 40)
• Teacher will cover numbers on a number chart. Students will orally identify the
missing numbers.
• Give students a digit written on a plate (0-9). Call out a number and have the
students stand next to each other to form that number; e.g. 29, the students with the
2 and 9 would come up and the 2 would stand on the left of the 9.
• Have students estimate the number of items in a jar (M&Ms, cm cubes, beans- total
not to exceed 100). Count the number of objects by placing in groups of 2’s, 5’s, or
10’s
• Have students discover patterns in addition and subtraction and note connection
between the patterns (e.g., fact families, one less and one more, etc.)
• Flow Map for showing the sequence of numbers in a pattern
Week 3: Compare and order numbers to 100 NS 1.2, NS 3.1
Lessons 14.1, 14.2, 14.3, 14.4, 14.5 AND/OR
Math Centers:
• Play “War” and compare the two numbers using >,<,=.
13, 14, 15
• IMP activity: “Guess My Number”
• IMP activity: “Dice Games”
• Bridge Map (relating factors: ‘is less than”, “is greater than”)
Common Core Student Engagement Task February 24-28, 2014
Topic 7
nd
2 Trimester
Rev 8/13
1st Grade Mathematics
Standards
Resources/Teaching Strategies
Addition &
Subtraction
Facts to 12
3 Weeks
(Mar 3-21, 2014)
Subtopics:
• The concept of
addition
• One more, one less
• Understanding and
knowing addition facts
• Use of symbols
• Multiple
representations
• Inverse relationship of
addition and
subtraction
• Subtracting within 12
• Word problems
involving addition and
subtraction
Materials:
Cuisenaire Rods
Doubles rap
Number line
Counters (2sided)
Place value mat
Multi-link cubes
Unifix cubes
Rev 8/13
NS 1.3 Represent equivalent forms of
the same number through the use of
physical models, diagrams, and number
expressions (to 20) (e.g., 8 may be
represented as 4 + 4,
5 + 3, 2 + 2 + 2 + 2…)
NS 2.1* Know the addition facts (sums
to 20) and the corresponding subtraction
facts and commit them to memory.
NS 2.2* Use the inverse relationship
between addition and subtraction to
solve problems.
NS 2.3* Identify one more than, one less
than.
NS 2.5* Show the meaning of addition
(putting together, increasing) and
subtraction (taking away, comparing,
finding the difference).
NS 2.7 Find the sum of three one-digit
numbers.
Week 1: Addition to 12; add three numbers; missing addends; write a number
sentence NS 1.3, NS 2.3, NS 2.5, NS 2.7, AF 1.2
Lessons: 15.1, 15.2, 15.3, 15.4 AND/OR
• IMP activity: “Hit The Target”
• IMP activity: “Race to the End” (play all month)
• Bridge Map (relating factor: “is one more than”, “is one less than”)
Week 2: Problem solving with addition; multiple representations NS 1.3, NS
2.1, NS 2.5, AF 1.1, AF 1.3
Lessons: 15.5, 15.6
AND/OR
• IMP activity: “Domino Equation Scrabble”
• Circle Map to show multiple representations of a single number
Week 3: The relationship between addition and subtraction; subtracting within
12 NS 2.1, NS 2.2, NS 2.3
Lessons: 16.1, 16.2, 16.3, 16.4, 16.5 AND/OR
• IMP activity “Cuisenaire Trains”
• Use 12, 2-color chips (or beans) to discover all of the combinations of 12.
(0+12, 11+1, 4+8)
• Double Bubble Map to compare addition and subtraction
• Use Cuisenaire Rods to show all addition problems that equal 12
AF 1.1 Write and solve number
sentences from problem situations that
express relationships involving addition
and subtraction from the context of the
problem.
AF 1.2 Understand the meaning of the
symbols + - =
AF 1.3 Create problem situations that
might lead to given number sentences
involving addition and subtraction.
Literature:
The M&M’s Counting Book By: Barbara Barbieri
McGrath
The Hershey's Kisses Addition Book by
ndJerry Pallotta,
The Hershey's Kisses Subtraction Book by Jerry Pallotta
Mission: Addition by Loreen Leedy
March 19, 2014
Subtraction Action by Loreen Leedy
Math Centers:
16, 17
End of 2 Trimester
Topic 8
nd
2 Trimester
Addition &
Subtraction
Facts to 20
3 Weeks
(Mar 24-Apr 18, 2014)
Subtopics:
• The concept of
addition
• One more, one less
• Understanding and
knowing addition facts
• Use of symbols
• Multiple
representations
• Inverse relationship of
addition and
subtraction
• Subtracting within 20
• Word problems
involving addition and
subtraction
Materials:
Cuisenaire Rods
Doubles rap
Number line
Counters (2-sided)
Place value mat
Multi-link cubes
Unifix cubes
Rev 8/13
1st Grade Mathematics
Standards
NS 1.3 Represent equivalent forms of
the same number through the use of
physical models, diagrams, and number
expressions (to 20) (e.g., 8 may be
represented as 4 + 4,
5 + 3, 2 + 2 + 2 + 2…)
NS 2.1* Know the addition facts (sums
to 20) and the corresponding subtraction
facts and commit them to memory.
NS 2.2* Use the inverse relationship
between addition and subtraction to
solve problems.
NS 2.3* Identify one more than, one less
than.
NS 2.5* Show the meaning of addition
(putting together, increasing) and
subtraction (taking away, comparing,
finding the difference).
Resources/Teaching Strategies
Week 1: Addition strategies; add doubles; add with ten; add three numbers NS
1.3, NS 2.1, NS 2.3, NS 2.7, AF 1.2
Lessons: 17.1, 17.2, 17.3, 17.4 17.5 AND/OR
• IMP activity “Cuisenaire Trains”
• Use 20, 2-color chips (or beans) to discover all of the combinations of 20.
(0+20, 11+9, 12+8)
• IMP activity: “Race to the End”
Week 2: Subtraction strategies; use doubles to subtract NS 1.3, NS 2.1, NS 2.3,
AF 1.2
Lessons: 18.1, 18.2, 18.3, 18.4 19.3 AND/OR
• IMP activity: “Hit The Target”
Week 3: Word Problems involving addition and subtraction AF 1.1, AF 1.3
Lessons: 17.6, 18.5, 19.1, 19.2, 19.4
AND/OR
• Have students illustrate, act out and use manipulatives to solve simple story
problems:
• Given a number sentence, students will create and perform a story describing
the fact.
Key Vocabulary
NS 2.7 Find the sum of three one-digit
numbers.
AF 1.1 Write and solve number
sentences from problem situations that
express relationships involving addition
and subtraction from the context of the
problem.
AF 1.2 Understand the meaning of the
symbols + - =
AF 1.3 Create problem situations that
might lead to given number sentences
involving addition and subtraction.
Math Centers:
18, 19, 20
Addition tally
Plus
Increase
Add
Decrease
Minus
Subtraction
Subtract
Total
Sum
Equals
Altogether
Difference
Number sentence
How many more
How many less
1st Grade Mathematics
Topic 9
rd
3 Trimester
Standards
Money & Time
NS 1.5 Identify and know the value of
coins and show different combinations of
coins that equal the same value.
3 Weeks
(Apr 21-May 9, 2014)
Subtopics:
• Coin values
• Combinations of coins
• Counting by nickels
and dimes
• Using money for
addition and
subtraction
Key Vocabulary
Penny
Nickel
Dime
Quarter
Dollar
Bill
Coins
Change
Value
NS 2.4* Count by 2s, 5s, and 10s to 100.
AF 1.1 Write and solve number
sentences from problem situations that
express relationships involving addition
and subtraction. (Optional with money)
AF 1.3 Create problem situations that
might lead to given number sentences
involving addition and subtraction.
(Optional with money)
Literature:
Alexander, Who Use to Be Rich Last
Sunday by Judith Viorst
Pigs Will Be Pigs: Fun with Math and
Money by Amy Axelrod
The Chocolate Champs by Cindy
Neuschwander
Resources/Teaching Strategies
Week 1: Identifying coins and the value of coins; pennies, nickels, dimes NS
1.5, NS 2.4
Lessons: 20.1, 20.2, 20.3, 20.4, 20.5 AND/OR
• Play 20 questions. Have a student select a coin. Have students ask yes or no
questions to figure out which coin the student has.
• Play concentration to match the name of a coin or its value with its picture.
• To reinforce standards MG 2.3 and MG 2.4, have students hide coins and give
directions to a partner to find them.
• Tree Map for sorting coins
• Have students match up the correct number of pennies to each coin. Help them
understand that 1 dime now stands for 10 pennies
• Bridge Map for showing coin relationships (relating factor: “is equal to”)
Week 2: Combinations of coins and problem solving with money; quarters;
equal amounts NS 1.5, AF 1.1, AF 1.3
Lessons: 20.6, 21.1, 21.2, 21.3, 21.4 AND/OR
• IMP activity: “Alexander Who Used to be Rich”
• IMP activity: “Pigs, Money and Graphing”
• Have students write a word problem for a given number sentence.
(e.g. Solve: I want to buy a toy that costs 15¢ and another which costs 8¢. How
much do the two toys cost altogether?)
ST Math: Identify Coin, Money Place Value, Money
Swapper, Toll Bridge, Toll Bridge Multiple Choice, Buy
Items
Materials:
Plastic coins
Real coins
Enlarged coins
Overhead coins
Rev 8/13
Math Centers:
21, 22
Topic 9
rd
3 Trimester
Money & Time
(continued)
1st Grade Mathematics
Standards
MG 1.2 Tell time to the nearest halfhour and relate time to events (e.g.,
before/after, shorter/longer).
(Apr 21-May 9, 2014)
Subtopics:
• Tell time to the halfhour
• Relate time to events
Materials:
Judy clock
Paper plates &
bobby pins
Analog clock
Digital clock
Student clocks
(Saxon)
Overhead clock
Stopwatch/timer
Rev 8/13
Key Vocabulary
Clock
Digital
Hour
Minute
O’clock
Noon
A.M.
Morning
Evening
Before
Longer
Shorter
Math Center:
23
Analog
Hand
Half-hour
Second
Half past
Midnight
P.M.
Afternoon
Night
After
Resources/Teaching Strategies
Week 3: Telling time; relating time to events; estimating with time MG 1.2
Lessons: 22.1, 22.2, 22.3, 22.4, 22.5 AND/OR
• IMP activity: “Human Clock Charades”
• Have students make a paper plate clock and correctly place the numbers on the
face. Use large & small bobby pins for the hands.
• Have students act out the story The Grouchy Ladybug with paper clocks.
• Check the classroom clock through out the day and identify the time.
• Brace Map for showing the parts of a clock
• Have students describe their class schedule in chronological order.
• Have students compare daily activities to determine the longest and the shortest
activity.
• Make a book illustrating morning, afternoon, and evening events (i.e., Flow
Map).
Literature:
The Grouchy Ladybug by Eric Carle
Bats Around the Clock by Kathi Appelt
Pigs Will Be Pigs by Amy Axelrod
“Hickory Dickory Dock”
ST Math:
Hours & Minutes, Telling Time, Estimate
Time Line, Hours & Minutes Digital,
Telling Time Digital, Time of Day Earth
Topic 10
rd
3 Trimester
Addition &
Subtraction of
Two-Digit
Numbers
3 Weeks
(May 12-30, 2014)
Subtopics:
• Addition with regrouping
• Addition of three onedigit numbers
• Subtraction with
regrouping
• Word problems
involving addition and
subtraction
1st Grade Mathematics
Standards
NS 2.2* Use the inverse relationship
between addition and subtraction to
solve problems
NS 2.5* Show the meaning of addition
(putting together, increasing) and
subtraction (taking away, comparing,
finding the difference.
NS 2.6 Solve addition and subtraction
problems with one- and two-digit
numbers.
AF 1.1 Write and solve number
sentences from problem situations that
express relationships involving addition
and subtraction.
ST Math:
Estimate Arithmetic Number Line,
Table Directions, Table Directions 2,
Candy Factory, Candy Factory
Addition, Candy Factory
Subtraction, Critter Addition, Critter
Addition L1
Key Vocabulary
Add
Subtract
Total
Altogether
Sum
Difference
Regroup
Balance
How many more
How many less
Math Centers:
24, 25, 26
Resources/Teaching Strategies
Week 1: Hands on addition of 2-digit & 1-digit numbers to 30 NS 2.2, 2.5, 2.6
Lessons: 23.1, 23.2, 23.3, 23.4 AND/OR
• Have students use base ten blocks to model and complete addition problems.
Once they are proficient with the manipulatives, have them record on paper (or
you record for the class) what they are doing. Make sure not all problems
require regrouping. See IMP activity “Base 10 Block Charades”.
• Continue building on the first week’s use of blocks, but transition the students to
pencil and paper, by connecting what they do with blocks and how they record it
on paper.
• Have students use a hundreds chart to add a two-digit number to a one-digit
number.
Week 2: Hands on addition of 2-digit & 1-digit numbers to 50 & 100 NS 2.2, 2.5,
2.6, AF 1.1
Lessons: 24.1, 24.2, 24.3, 24.4, 24.5 AND/OR
Week 3: Hands on subtraction of numbers from 50 & 100 NS 2.2, 2.5, 2.6, AF
1.1
Lessons: 25.1, 25.2, 25.3, 25.4, 25.5 AND/OR
• Have students use base ten blocks to model and complete subtraction problems.
Once they are proficient with the manipulatives, have them record on paper (or
you record for the class) what they are doing. Make sure not all problems
require regrouping. See IMP activity “Base 10 Block Charades”.
• Continue building on the 1st week’s use of blocks, but transition the students to
pencil and paper, by connecting what they do with blocks and how they record it
on paper.
• Have students use a hundreds chart to subtract a one-digit number from a twodigit number.
• Flow Map to show process of subtracting
• Have students balance two sides on an equation. (24+4=__+24)
• Have students solve and illustrate the following problem using the inverse fact:
There were some butterflies in the garden. 8 flew away. There are 19 left. How
many butterflies were in the garden?
Topic 11
3rd Trimester
Looking Ahead
Activities
3 weeks
(June 2-19, 2014)
Subtopics:
• Ten More, Less
• Coins
• Use Symbols
• Teen Facts
• Place Value
• Addition/Subtraction
• Comparing &
Ordering numbers
• Measure Length
• Plane Shapes
• Solids
• Patterns
• Picture Graphs
• Bar Graphs
2nd Grade Standards
NS 1.2, 1.3
NS 2.2, 2.4
NS 5.1
MG 1.1, 1.4
MG 2.1
SDAP 1.2, 1.4
SDAP 2.1, 2.2
1st Grade Mathematics
Resources/Teaching Resources
Weeks 1-3: Looking Ahead Activities 1-20
Review and reinforcement of the following 1st grade Standards:
Activities 1-10 NS 1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 2.6
Activities 11-15 MG 1.1, 1.2, 2.1, 2.2
Activities 16-20 SDAP 1.2, 2.0, 2.1
ST Math: Balance Pies, JiJi Cycle, JiJi Cycle Select
Wheel, Crank Pies
ST Math Challenges: Upright JiJi,
Big Seed
End of 3rd Trimester
June 19, 2014