White Oak Elementary School
First Grade
Mathematics at a Glance
Mathematics First Grade – Year at a Glance Operations and Algebraic Thinking
N/O in Base Ten
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Addition Concepts
Subtraction
Concepts
Addition Strategies
to 20
Subtraction
Strategies to 20
Place Value
Two-Digit Addition
and Subtraction
5 Weeks
1.OA.1
1.OA.3
1.OA.6
1.OA.7
1.OA.8
5 Weeks
1.OA.1
1.OA.3
1.OA.4
1.OA.6
1.OA.7
3 Weeks
1.OA.1
1.OA.2
1.OA.3
1.OA.5
1.OA.6
3 weeks
1.OA.1
1.OA.4
1.OA.5
1.OA.6
1.OA.8
5 weeks
1.NBT.1
1.NBT.2a
1.NBT.2b
1.NBT.2c
1.NBT.3
1.NBT.5
3 weeks
1.NBT.4
1.NBT.6
Vocabulary
Vocabulary
Vocabulary
Vocabulary
Vocabulary
Vocabulary
add; part; whole;
addition number
sentence; equals
(=); plus (+); sum;
zero; false; true
Assessment
•
subtract; difference;
minus sign (-);
subtraction number
sentence; compare;
related facts
Assessment
•
count on; number
line; addends;
doubles; doubles
minus 1; doubles
plus 1
Assessment
•
count back; fact
family; missing
addend;
Tens; ones; regroup;
equal to (=); greater
than (>); less than
(<); hundred
review vocabulary
for chapters 1-5
Assessment
•
Assessment
•
Assessment
•
Page 2 Mathematics First Grade – Year at a Glance Measurement and Data
Geometry
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Organize and Use
Graphs
Measurement and
Time
Two-Dimensional
Shapes and Equal
Shares
Three-Dimensional
Shapes
3 Weeks
1.MD.4
3 Weeks
1.MD.1
1.MD.2
1.MD.3
4 Weeks
1.G.1
1.G.2
1.G.3
2 Weeks
1.G.1
1.G.2
Vocabulary
Vocabulary
Vocabulary
Vocabulary
tally chart; survey;
data; graph; picture
graph; bar graph
Length; long; short;
measure; unit; hour
hand; hour; minute
hand; minute;
analog clock;
o’clock; digital clock;
half hour
Three-dimensional
shapes; cube;
rectangular prism;
face; cone; cylinder
Assessment
Assessment
Two-dimensional
shapes; side;
vertex/vertices;
square; rectangle;
triangle; trapezoid;
circle; composite
shape; whole; equal
part; halves; fourths
Assessment
•
•
•
Assessment
•
Page 3 Mathematics First Grade – Year in Detail Summary of Year for First Grade Mathematics In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction
within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of
linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes.
Students develop strategies for adding and subtracting whole numbers based on their prior work with small numbers. They use a variety of models, including
discrete objects and length-based models (e.g., cubes connected to form lengths), to model add-to, take-from, put-together, take-apart, and compare situations to
develop meaning for the operations of addition and subtraction, and to develop strategies to solve arithmetic problems with these operations. Students understand
connections between counting and addition and subtraction (e.g., adding two is the same as counting on by two). They use properties of addition to add whole
numbers and to create and use increasingly sophisticated strategies based on these properties (e.g., “making tens”) to solve addition and subtraction problems
within 20. By comparing a variety of solution strategies, children build their understanding of the relationship between addition and subtraction.
Students develop, discuss, and use efficient, accurate, and generalizable methods to add within 100 and subtract multiples of 10. They compare whole numbers
(at least to 100) to develop understanding of and solve problems involving their relative sizes. They think of whole numbers between 10 and 100 in terms of tens
and ones (especially recognizing the numbers 11 to 19 as composed of a ten and some ones). Through activities that build number sense, they understand the
order of the counting numbers and their relative magnitudes.
Students develop an understanding of the meaning and processes of measurement, including underlying concepts such as iterating (the mental activity of building
1
up the length of an object with equal-sized units) and the transitivity principle for indirect measurement.
Students compose and decompose plane or solid figures (e.g., put two triangles together to make a quadrilateral) and build understanding of part-whole
relationships as well as the properties of the original and composite shapes. As they combine shapes, they recognize them from different perspectives and
orientations, describe their geometric attributes, and determine how they are alike and different, to develop the background for measurement and for initial
understandings of properties such as congruence and symmetry.
Mathematical Practices 1.
2.
3.
4.
5.
6.
7.
8.
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Page 4 Mathematics First Grade – Year in Detail First Grade Overview Operations and Algebraic Thinking
Numbers and Operations in Base Ten
Measurement and Data
Geometry
• Represent and solve problems
involving addition and subtraction.
• Understand and apply properties of
operations and the relationship
between addition and subtraction.
• Add and subtract within 20.
• Work with addition and subtraction
equations.
• Extend the counting sequence.
• Understand place value.
• Use place value understanding and
properties of operations to add and
subtract.
• Measure lengths indirectly and by
iterating length units.
• Tell and write time and money.
• Represent and interpret data.
• Reason with shapes and their
attributes.
Page 5 Mathematics First Grade – Year in Detail Chapter 1: Addition Concepts All of the lesson in Chapter 1 will connect with the theme of We’re Going Outdoors!, which centers around things you see or do
outdoors such as hiking, animals, and camping. This is reflected in problem solving and the visuals used throughout the chapter.
Once students have completed this chapter they should be able to answer the Essential Question “How do you add Essential Question: numbers?” Possible Time Frame: 5 weeks Major Cluster Standards CCSS
1.OA.1
1.OA.3
1.OA.6
1.OA.7
1.OA.8
Common Core State Standard Descriptor
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.
Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
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).
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.
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 = _ Page 6 Mathematics First Grade – Year in Detail Standards For Mathematical Practice •
•
•
•
•
•
•
•
Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Anchor Texts Anchor Text
Author
The Gingerbread boy
Mama Cat Has Three Kittens
Anno’s Counting Book
Quack and Count
Richard Egielski
Denise Fleming
Mitsumasa Anno
Keith Baker
Healthful Snacks
My Math Classroom Library
Page 7 What Students Should Understand
Addition Mathematics First Grade – Year in Detail What Students Should Be Able to Do
1.OA.1 How to join parts to make a whole. • Move two groups of objects together to make a whole. Symbols 1.OA.1 How to join groups using symbols. • The plus sign (+) connects two parts. • An equals sign (=) shows parts connected to a whole. Add Zero 1.OA.3 Use the Zero Property of Addition to find a sum. • Find sums up to 10 by adding zero. Page 8 Mathematics First Grade – Year in Detail What Students Should Understand
Making 10 What Students Should Be Able to Do
1.OA.6 How to make a sum of 10 with numbers 0 through 10. • Use different ways to make 10. True and False Statements 1.OA.7 How to understand the meaning of equals sign to identify if a math statement is true or false. • Identify whether a math statement is true or false. Page 9 Mathematics First Grade – Year in Detail Chapter 2: Subtraction Concepts All of the lessons in Chapter 2 will connect with the theme of Let’s Go On A Safari!, which centers around animals you may see on a
safari such as lions, giraffes, and zebras. This is reflected in problem solving and the visuals used throughout the chapter.
Once students have completed this chapter they should be able to answer the Essential Question “How do you subtract Essential Question: numbers?" Possible Time Frame: 5 weeks Major Cluster Standards CCSS
1.OA.1
1.OA.3
1.OA.4
1.OA.6
1.OA.7
Common Core State Standard Descriptor
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.
Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also
known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 +
6 + 4 = 2 + 10 = 12. (Associative property of addition.)
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.
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).
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.
Page 10 Mathematics First Grade – Year in Detail Standards For Mathematical Practice •
•
•
•
•
•
•
•
Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Anchor Texts Anchor Text
More or Less: A Rain Forest Counting Book
Adding and Subtracting in Math Club
Subtraction Action
One Less Fish
Chicka Chicka 1 2 3
What Do They Eat?
Author
Rebecca Fjelland Davis
Amy Rauen
Loreen Leedy
Allan Sheather and Kim Toft
Bil Martin Jr.
My Math Classroom Library
Page 11 What Students Should Understand
Subtraction Mathematics First Grade – Year in Detail What Students Should Be Able to Do
1.OA.1 How to take away a part from the whole. • Take away a part from the whole. • The answer is called the “difference.” Related Facts 1.OA.6 How to use addition facts to find subtraction facts. • Use related addition facts to help find related subtraction facts. Page 12 What Students Should Understand
Symbols Mathematics First Grade – Year in Detail What Students Should Be Able to Do
1.OA.1 How to use symbols to show take away situations. • The minus sign represents take away. Compare 1.OA.1 How to compare groups using subtraction. • Use one-­‐to-­‐one correspondence, the remaining objects are the difference. Page 13 Mathematics First Grade – Year in Detail Chapter 3: Addition Strategies to 20 All of the lessons in Chapter 3 will connect with the theme of We’re in the Big City!, which centers around things children could see in
a big city such as buildings, bridges, and airplanes.. This is reflected in problem solving and the visuals used throughout the chapter.
Once students have completed this chapter they should be able to answer the Essential Question “How do I use strategies Essential Question: to add numbers?” Possible Time Frame: 3 weeks Major Cluster Standards CCSS
1.OA.1
1.OA.2
1.OA.3
1.OA.5
1.OA.6
Common Core State Standard Descriptor
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.
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.
Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also
known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 +
6 + 4 = 2 + 10 = 12. (Associative property of addition.)
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
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).
Standards For Mathematical Practice •
•
•
•
•
•
•
Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Model with mathematics. Attend to precision. Use appropriate tools strategically. Look for and make sense of structure. Look for and express regularity in repeated reasoning. Anchor Texts Anchor Text
Author
Fish Eyes: A Book You Can Count On
Animals on Board
Double Trouble
Plant Fruits & Seeds
Lois Ehlert
Stuart J. Murphy
Rose Greydanus
David M. Schwartz
Double the Number
My Math Classroom Library
Page 14 What Students Should Understand
Add Three Numbers Mathematics First Grade – Year in Detail What Students Should Be Able to Do
1.OA.3 How to apply properties of operations to add. • Add three numbers using properties of operations to find the sum. Count On 1.OA.5, 1.OA.6 How to count on to add another number. • Count on to add by starting with the greater number. Page 15 Mathematics First Grade – Year in Detail What Students Should Understand
Number Line 1.OA.5, 1.OA.6 How to use a number line to add. • Start with the greater number and count on moving to the right on a number line. What Students Should Be Able to Do
Doubles 1.OA.6 How to use doubles to add. • Two addends that are the same number are called doubles. Page 16 Mathematics First Grade – Year in Detail What Students Should Understand
Near Doubles What Students Should Be Able to Do
1.OA.6 How to add near doubles to find the sum. • Doubles plus one more is the next number. • Doubles minus one is the previous number. Page 17 Mathematics First Grade – Year in Detail Chapter 4: Subtraction Strategies to 20 All of the lessons in Chapter 4 will connect with the theme of Let’s Explore the Ocean!, which centers around public transportation and
public buildings. This is reflected in problem solving and the visuals used throughout the chapter.
Once students have completed this chapter they should be able to answer the Essential Question “What strategies can I Essential Question: use to subract?” Possible Time Frame: 3 weeks Major Cluster Standards CCSS
1.OA.1
1.OA.4
1.OA.5
1.OA.6
1.OA.8
Common Core State Standard Descriptor
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.
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.
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
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).
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 = _.
Standards For Mathematical Practice •
•
•
•
•
Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Anchor Texts Anchor Text
Author
Ten Sly Piranhas
More Bugs? Less Bugs?
Elevator Magic
The Shopping Basket
William Wise
Don L. Curry
Stuart J. Murphy
John Burningham
Five Little Monkeys Sitting In a Tree
Rock Collections
Eileen Christelow
My Math Classroom Library
Page 18 Mathematics First Grade – Year in Detail What Students Should Understand
Count Back What Students Should Be Able to Do
1.OA.5, 1.OA.6 How to count back to subtract. • Use the count back strategy to find the difference in subtraction problems. Subtract by Making 10 1.OA.6 How to take apart a number to subtract to make 10. • Take apart the number being subtracted so that the first step results in 10. • Then subtract the remaining part from the result. Page 19 Mathematics First Grade – Year in Detail What Students Should Understand
Missing Addend What Students Should Be Able to Do
1.OA.4, 1.OA.8 How to find a missing addend using addition and subtraction. • Use related facts to help you find a missing addend. Fact Family 1.OA.6 How to use the same four numbers to add and subtract. • Use the relationship between addition and subtraction to find fact families. Page 20 Mathematics First Grade – Year in Detail Chapter 5: Place Value All of the lessons in Chapter 5 will connect with the theme of We’re at the Toy Store!, which centers around different types of toys and
games that children could have gotten from a toy store. This is reflected in problem solving and the visuals used throughout the
chapter.
Once students have completed this chapter they should be able to answer the Essential Question “How can I use place Essential Question: value?” Possible Time Frame: 5 weeks Major Cluster Standards CCSS
1.NBT.1
1.NBT.2a
1.NBT.2b
1.NBT.2c
1.NBT.3
1.NBT.5
Common Core State Standard Descriptor
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.
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).
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with
the symbols >, =, and <.
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning
used.
Standards For Mathematical Practice •
•
•
•
•
•
Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Anchor Texts Anchor Text
Author
Counting is for the Birds
The King’s Commissioners
Zin! Zin! Zin! A Violin
Ninety-Nine Pockets
Frank Mazzola, Jr.
Aileen Friedman
Lloyd Moss
Jean Myrick
Look Again
My Math Classroom Library
Page 21 What Students Should Understand
Read and Write Numbers to 120 Mathematics First Grade – Year in Detail What Students Should Be Able to Do
1.NBT.1 Read and write numerals and represent a number of objects with a written numeral. • Read and write numbers starting at any number less than 120. Ones 1.NBT.2a How to make ten using ones. • 10 can be a bundle of 10 ones and called a ten. Page 22 Mathematics First Grade – Year in Detail What Students Should Understand
Regroup What Students Should Be Able to Do
1.NBT.2a Read and write numerals and represent a number of objects with a written numeral. • Read and write numbers starting at any number less than 120. Equal to (=) 1.NBT.3 How to compare two-­‐digit numbers. • Compare two numbers or sets of objects to see if they are equal. Page 23 What Students Should Understand
Greater Than (>) Mathematics First Grade – Year in Detail What Students Should Be Able to Do
1.NBT.3 How to compare two-­‐digit numbers. • Compare two numbers or sets of objects to see which number or group is larger. Less Than (<) 1.NBT.3 How to compare two-­‐digit numbers. • Compare two numbers or sets of objects to see which number or group is smaller. Page 24 What Students Should Understand
Ten More, Ten Less Mathematics First Grade – Year in Detail What Students Should Be Able to Do
1.NBT.5 Mentally find ten more and/or ten less than a given number without having to count the numbers. • Use mental math to find ten more or ten less than a given number. Page 25 Mathematics First Grade – Year in Detail Chapter 6: Two-­‐Digit Addition and Subtraction All of the lessons in Chapter 6 will connect with the theme of My Favorite Activities!, which centers around outdoor exercise and
physical fitness. This is reflected in problem solving and the visuals used throughout the chapter.
Once students have completed this chapter they should be able to answer the Essential Question “How can I add and Essential Question: subtract two-­‐digit numbers?” Possible Time Frame: 3 weeks Major Cluster Standards CCSS
1.NBT.4
1.NBT.5
Common Core State Standard Descriptor
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.
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning
used.
Standards For Mathematical Practice •
•
•
•
•
•
•
•
Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Anchor Texts Anchor Text
Author
Leaping Lizards
Mission: Addition
How Many Snails? A Counting Book
Arctic Fives Arrive
Stuart J. Murphy
Loreen Leedy
Paul Giganti, Jr.
Elinor J. Pinczes
The Cats of Mrs. Calamari
Look Again
John Stadler
My Math Classroom Library
Page 26 What Students Should Understand
Add Tens Mathematics First Grade – Year in Detail What Students Should Be Able to Do
1.NBT.4 How to add groups of tens within 100. • Add tens to find the sum. Count on Tens and Ones 1.NBT.4 How to count on by tens or by ones to solve a two-­‐digit addition problem. • Count on by ones to find the sum of 22 + 3. • Count on by tens to find the sum of 22 + 30. Page 27 Mathematics First Grade – Year in Detail What Students Should Understand
Add Tens and Ones With Regrouping What Students Should Be Able to Do
1.NBT.4 How to add numbers with regrouping. • Add a one-­‐digit number and a two-­‐
digit number with regrouping. Subtract Tens 1.NBT.6 How to subtract by tens to find the difference. • Subtract multiples of 10 in the range of 10-­‐90 from multiples of 10 in the range of 10-­‐90. Page 28 What Students Should Understand
Count Back by 10s Mathematics First Grade – Year in Detail What Students Should Be Able to Do
1.NBT.6 How to use a number line to count back by tens. • Subtract multiples of 10 in the range of 10-­‐90 from multiples of 10 in the range of 10-­‐90 on a number line. Page 29 Mathematics First Grade – Year in Detail Chapter 7: Organize and Use Graphs All of the lessons in Chapter 7 will connect with the theme of We’re Getting Fit!, which centers around participating in various activities
and eating healthful types of food. This is reflected in problem solving and the visuals used throughout the chapter.
Once students have completed this chapter they should be able to answer the Essential Question “How do I make and read Essential Question: graphs?” Possible Time Frame: 3 weeks Major Cluster Standards CCSS
1.MD.4
Common Core State Standard Descriptor
Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of
data points, how many in each category, and how many more or less are in one category than in another.
Standards For Mathematical Practice •
•
•
•
•
Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Look for and make use of structure. Anchor Texts Anchor Text
Ten Toad and Eleven Lizards
Lemonade for Sale
The Best Vacation Ever
Collecting Data: Pick a Pancake
The Button Box
Anno’s Flea Market
Corduroy
I Like that Too
Author
Cass Hollander
Stuart J. Murphy
Stuart J. Murphy
John Burnstein
Margarette S. Reid
Mitsumasa Anno
Don Freeman
My Math Classroom Library
Page 30 What Students Should Understand
Tally Chart Mathematics First Grade – Year in Detail What Students Should Be Able to Do
1.MD.4 Organize, represent, and interpret data using a tally chart. • How to show and count votes from a survey using a tally chart. Picture Graph 1.MD.4 Organize and represent data with up to three categories using a picture chart. • How to show information using pictures. Page 31 Mathematics First Grade – Year in Detail What Students Should Understand
Bar Graph What Students Should Be Able to Do
1.MD.4 Organize, represent, and interpret data with up to three categories on a bar graph. • How to show information on a bar graph. Page 32 Mathematics First Grade – Year in Detail Chapter 8: Measurement and Time All of the lessons in Chapter 8 will connect with the theme of My School Rules!, which centers around objects you would see at
school, such as colored pencils, crayons, and school buses. This is reflected in problem solving and the visuals used throughout the
chapter.
Once students have completed this chapter they should be able to answer the Essential Question “How do I determine Essential Question: length and time?” Possible Time Frame: 3 weeks Major Cluster Standards CCSS
1.MD.1
1.MD.2
1.MD.3
Common Core State Standard Descriptor
Order three objects by length; compare the lengths of two objects indirectly by using a third object.
Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length
unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it
with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units
with no gaps or overlaps.
Tell and write time in hours and half-hours using analog and digital clocks.
Standards For Mathematical Practice •
•
•
•
•
•
•
•
Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Anchor Texts Anchor Text
Telling Time
What Time Is It? A Book of Math Riddles
It’s About Time!
Five Little Bats Flying in the Night
Time To…
A Wet Week
Author
Jules Older
Sheila Keenan
Stuart J. Murphy
Steve Metzger
Bruce McMillan
My Math Classroom Library
Page 33 What Students Should Understand
Length Mathematics First Grade – Year in Detail What Students Should Be Able to Do
1.MD.1 How to compare objects by length. • Compare and order objects by length. Nonstandard Units of Length 1.MD.2 How to express the length of an object as a whole number of length units. • Use the same size nonstandard units to span an object with no gaps or overlaps to measure the object. Page 34 What Students Should Understand
Analog Clock Mathematics First Grade – Year in Detail What Students Should Be Able to Do
1.MD.3 How to tell time on an analog clock. • Use an hour hand to tell time to the hour. • Use a minute hand to tell minutes past the hour. Digital Clock 1.MD.3 How to tell time on a digital clock. • Compare an analog clock to a digital clock. • Show how to write and say time on a digital clock. Page 35 Mathematics First Grade – Year in Detail Chapter 9: Two-­‐Dimensional Shapes and Equal Shares All of the lessons in Chapter 9 will connect with the theme of We’re on the Farm!, which centers around animals you could see on a
farm. This is reflected in problem solving and the visuals used throughout the chapter.
Once students have completed this chapter they should be able to answer the Essential Question “How can I recognize Essential Question: two-­‐dimensional shapes and equal shares?” Possible Time Frame: 3 weeks Major Cluster Standards CCSS
1.G.1
1.G.2
1.G.3
•
•
•
•
•
•
•
•
Common Core State Standard Descriptor
Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining
attributes (e.g., color, orientation, overall size) ; build and draw shapes to possess defining attributes.
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quartercircles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right
circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
Partition circles and rectangles into two and four equal shares, describe the shares using the words
halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as
two of, or four of the shares. Understand for these examples that decomposing into more equal shares
creates smaller shares.
Standards For Mathematical Practice Anchor Texts Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Anchor Text
Author
The Shape of Things
Shape Space
When a Line Bends…A Shape Begins
Can You Eat a Fraction?
Parts of a Whole
Dayle Ann Dodds
Cathryn Falwell
Rhonda Gowler Greene
Elizabeth D. Jaffe
Janet Reed
Shapes in Nature
My Math Classroom Library
Page 36 Mathematics First Grade – Year in Detail What Students Should Understand
Two-Dimensional Shapes What Students Should Be Able to Do
1.G.1 How to recognize two-­‐dimensional shapes by defining attributes. • Squares have 4 sides, 4 vertices, and all of the sides are the same length. • Rectangles have 4 sides, 4 vertices, and opposite sides are the same length. • Triangles have 3 sides and 3 vertices. • Circles have no sides, no vertices, and are curved. • Trapezoids have 4 sides, 4 vertices, and two opposite sides are the same space apart. Composite Shapes 1.G.2 How to make a new shape by putting other shapes together. • Put shapes together to make a composite shape. • Create a composite shape and compose new shapes from the composite shape. Page 37 Mathematics First Grade – Year in Detail What Students Should Understand
Partition Shapes What Students Should Be Able to Do
1.G.3 How to partition shapes into equal parts. • Divide shapes into two equal parts or halves. • Divide shapes into four equal parts or fourths. • Equal parts are made when all parts put together equally make a whole. Page 38 Mathematics First Grade – Year in Detail Chapter 10: Three-­‐Dimensional Shapes All of the lessons in Chapter 10 will connect with the theme of Our Kitchen Adventures!, which centers around different items that can
be found or made in a kitchen. This is reflected in problem solving and the visuals used throughout the chapter.
Once students have completed this chapter they should be able to answer the Essential Question “How can I identify three Essential Question: dimensional shapes?” Possible Time Frame: 2 weeks Major Cluster Standards CCSS
1.G.1
1.G.2
•
•
•
•
•
Common Core State Standard Descriptor
Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining
attributes (e.g., color, orientation, overall size) ; build and draw shapes to possess defining attributes.
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quartercircles) 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.
Standards For Mathematical Practice Anchor Texts Make sense of problems and persevere in solving them. Construct viable arguments and critique the reasoning of others. Model with mathematics. Attend to precision. Look for and express regularity in repeated reasoning. Anchor Text
Cubes, Cones, Cylinders, and Spheres
Math Counts: Shape
Captain Invincible and the Space Shapes
Shapes
Shapes in Nature
Author
Tana Hoban
Henry Arthur Pluckrose
Stuart J. Murphy
Jean Simon
My Math Classroom Library
Page 39 What Students Should Understand
Cubes Mathematics First Grade – Year in Detail What Students Should Be Able to Do
1.G.1 Distinguish between defining attributes and non-­‐defining attributes to identify a cube. • A defining attribute of a cube is it has 6 square faces. • A defining attribute of a cube is it has 8 vertices. Rectangular Prism 1.G.1 Distinguish between defining attributes and non-­‐defining attributes to identify a rectangular prism. • A defining attribute of a rectangular prism is it has 6 rectangular faces. • A defining attribute of a rectangular prism is it has 8 vertices. Page 40 What Students Should Understand
Cylinder Mathematics First Grade – Year in Detail What Students Should Be Able to Do
1.G.1 Distinguish between defining attributes and non-­‐defining attributes to identify a cylinder. • A defining attribute of a cylinder are 2 faces and no vertices. Cone 1.G.1 Distinguish between defining attributes and non-­‐defining attributes to identify a cone. • A defining attribute of a cone are it has 1 face and 1 vertex. Page 41 What Students Should Understand
Combine Three-Dimensional Shapes Mathematics First Grade – Year in Detail What Students Should Be Able to Do
1.G.2 How to combine three-­‐dimensional shapes to make a composite shape. • Has vertices • Has faces Page 42