OKALOOSA COUNTY SCHOOL DISTRICT
MATH CURRICULUM GUIDE
First Grade
Office of Quality Assurance and Curriculum Support
Guyla Hendricks, Chief Officer
OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
CONTENTS
Mission Statement ............................................................................................................................................ 3
Suggestions for Implementing Curriculum Guides ............................................................................................... 3
Florida Department of Education ≠ Office of Math and Science Essential Websites ........................................... 4
OCSD Curriculum and Pacing Guide ∞ Overview............................................................................................ 4
Mathematics | Standards for Mathematical Practice ............................................................................................ 5
Mathematics: Grade 1: Introduction.................................................................................................................... 8
Grade 1 Overview ............................................................................................................................................. 9
Cognitive Complexity/Depth of Knowledge Rating for Mathematics .................................................................... 10
Quarterly Benchmarks .................................................................................................................................... 12
Grade-level Curriculum Guide.......................................................................................................................... 14
Quarter 1.......................................................................................................................... 14
Quarter 2.......................................................................................................................... 19
Quarter 3.......................................................................................................................... 24
Quarter 4.......................................................................................................................... 28
Math Resources Guide.................................................................................................................................... 32
Go Math! Online Math Concept Readers .......................................................................................................... 33
Literature Connection Chart............................................................................................................................. 35
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Mission Statement
Develop the highest quality math instruction to maximize student achievement through alignment of grade-level standards to appropriate
instructional practices, materials, resources, and pacing.
Suggestions for Implementing Curriculum Guides
The role of the teacher is to:
 Teach students the Common Core Standards as dictated by state law for their grade-level.
 Provide learning-rich classroom activities that teach the standards in depth.
 Enhance the curriculum by using resources and instructional technology.
 Differentiate instruction by varying methods of instruction and frequently offering relevant hands-on, lab activities.
 Regularly administer assessment to include higher-level questions, and performance task assessment.
In addition, teachers should:
 Collaborate with other grade-level teachers to maximize school resources and teacher expertise.
 Consult with other grade-levels to define absolute skill goals for each grade-level.
 Document questions and suggestions for improvement of the Curriculum Guide.
 Integrate science into math and reading curriculum.
 Consider applying for a grant to support project-based learning for their school.
 Visit the Okaloosa Math Central Website at: http://www.okaloosa.k12.fl.us/math
Days allotted to each standard are approximate and have been suggested based on the level of the complexity of the standards. To insure standards are
taught to mastery and completed by the conclusion of the school year, it is recommended that teache rs not veer significantly from the suggested pacing.
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Florida Department of Education ≠ Office of Math and Science Essential Websites
Common Core First Grade Math Standards:
http://w ww.corestandards.org/the-standards/mathematics/grade-1/introduction/
Searchable Next Generation Sunshine State Standards Database:
http://www.floridastandards.org/index.aspx
Printable Downloads of Next Generation Sunshine State Standards with or without remarks:
http://www.floridastandards.org/downloads.aspx
OCSD Curriculum and Pacing Guide ∞ Overview
This document provides a math curriculum and pacing guide. It is designed to help teachers to efficiently pace the delivery o f quality instruction for each
nine-week period.
Purpose:
This guide was created by a team of grade-level teachers to correlate to the Common Core and Next Generation Standards with the goal of providing
teachers ready access to resources for teaching those new standards and a pace for accomplishing standards mastery.
Description:
The OCSD Math Curriculum Guide specifies the math content to be covered within each nine-week instructional period. Their guide identifies Next
Generation Standards (NGS) Benchmarks. Furthermore, it allows teachers to input information specific to their students or sch ool needs.
 Top Block – Domain and Essential Questions
Lists the Essential Questions addressed in the section’s Standards.
 Column One – Standards/Text Alignment
Lists the specific Standard by number and states the Standard.
Cites the Harcourt Textbook chapters that correlate to the Standard.
 Column Two – Formative Assessments
 Column Three – Additional Resources/Activities
Suggests instructional activities, including media (DVD/Video/CD), websites, and student involvement tasks.
 Column Four – Literacy Connection/Vocabulary/Reading
Lists vocabulary terms, and books or stories connected to the Common Core Standards.
 Column Five – Mathematical Practices
NOTE:
Addendums to this curriculum guide, as well as additional information/forms will be posted at
http://www.okaloosaschools.com/?q=employees/admin-curriculum-guides
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Mathematics | Standards for Mathematical Practice
The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.
These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The fi rst of these are the NCTM
process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mat hematical
proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding
(comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and
appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and
one’s own efficacy).
1 Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a proble m and looking for entry points to its solution. They analyze
givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a so lution pathway rather than
simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to
gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might , depending on the context
of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the informat ion they need.
Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, an d graphs or draw diagrams of
important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using c oncrete objects or pictures
to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they
continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify
correspondences between different approaches.
2 Reason abstractly and quantitatively.
Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two com plementary abilities to bear
on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate
the representing symbols as if they have a life of their own, without necessarily attending to their referents —and the ability to contextualize, to pause as
needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a
coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them;
and knowing and flexibly using different properties of operations and objects.
3 Construct viable arguments and critique the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments.
They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to an alyze situations by
breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the
arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose.
Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that
which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such
as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal
until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of
others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
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4 Model with mathematics.
Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early
grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might ap ply proportional reasoning to
plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design pro blem or use a function to
describe how one quantity of interest depends on another. Mathematically profic ient students who can apply what they know are comfortable making
assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are ab le to identify important
quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can
analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the co ntext of the situation and
reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
5 Use appropriate tools strategically.
Mathematically proficient students consider the available tools when solving a mathematical problem. Th ese tools might include pencil and paper,
concrete
models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geom etry software. Proficient
students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be
helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of
functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical
knowledge. When making mathematical models, they know that technology can enable them to visualize the results of vary ing assumptions, explore
consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to ident ify relevant external
mathematical resources, such as digital content located on a website, and use them t o pose or solve problems. They are able to use technological tools
to explore and deepen their understanding of concepts.
6 Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own
reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about
specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently,
express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated
explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
7 Look for and make use of structure.
Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is
the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will
see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older
students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figur e and can use the strategy of
drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see
complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For exampl e, they can see 5 – 3(x
– y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numb ers x and y.
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8 Look for and express regularity in repeated reasoning.
Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students
might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By
paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slop e 3, middle school students
might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x2 + x + 1), and (x –
1)(x3 + x2 + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematicall y proficient
students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content
The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to
engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years. Designers of
curricula, assessments, and professional development should all attend to the need to connect the mathematical practices to mathema tical content in
mathematics instruction. The Standards for Mathematical Content are a balanced combination of procedure and unders tanding. Expectations that begin with
the word “understand” are often especially good opportunities to connect the practices to the content. Students who lack unde rstanding of a topic may rely
on procedures too heavily. Without a flexible base from which to work, they may be less likely to consider analogous problems, represent problems
coherently, justify conclusions, apply the mathematics to practical situations, use technology mindfully to work with the mat hematics, explain the
mathematics accurately to other students, step back for an overview, or deviate from a known procedure to find a shortcut. In short, a lack of understa nding
effectively prevents a student from engaging in the mathematical practices. In this respect, those content standards which se t an expectation of
understanding are potential “points of intersection” between the Standards for Mathematical Content and the Standards for Mat hematical Practice. These
points of intersection are intended to be weighted toward central and generative conc epts in the school mathematics curriculum that most merit the time,
resources, innovative energies, and focus necessary to qualitatively improve the curriculum, instruction, assessment, profess ional development, and student
achievement in mathematics.
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Mathematics: Grade 1: Introduction
In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction, an d 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, a nd composing and
decomposing geometric shapes.

1. Students develop strategies for adding and subtracting whole numbers based on their prior work with small numbers. They us e 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 two). They use
properties of addition to add whole numbers and to create and use increasingly sophisticated strategies based on these proper ties (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.

2. Students develop, discuss, and use efficient, accurate, and generalized 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.

3. Students develop an understanding of the meaning and processes of measurement, including underlying concepts such as iterating (the mental
activity of building up the length of an object with equal-sized units) and the transitivity principle for indirect measurement. 1

4. 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 th em from different
perspectives and orientations, describe their geometric attributes, and determine how they are alike and different, to develo p the background for
measurement and for initial understandings of properties such as congruence and symmetry.
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Grade 1 Overview

Operations and Algebraic Thinking
o
Represent and solve problems involving addition and subtraction.
o
Understand and apply properties of operations and the relationship between addition and subtraction.
o
Add and subtract within 20.
o
Work with addition and subtraction equations.

Number and Operations in Base Ten
o
Extend the counting sequence.
o
Understand place value.
o
Use place value understanding and properties of operations to add and subtract.

Measurement and Data
o
Measure lengths indirectly and by iterating length units.
o
Tell and write time.
o
Represent and interpret data.

Geometry
o

1.
Reason with shapes and their attributes.
Mathematical Practices
1. Make sense of problems and persevere in solving them.
2.
2. Reason abstractly and quantitatively.
3.
3. Construct viable arguments and critique the reasoning of others.
4.
4. Model with mathematics.
5.
5. Use appropriate tools strategically.
6.
6. Attend to precision.
7.
7. Look for and make use of structure.
8.
8. Look for and express regularity in repeated reasoning.
http://www.corestandards.org/the-standards/mathematics/grade-1/introduction/
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As Florida transitions to the Common Core State Standard, the cognitive demand o f tasks continues to be an important focus. Although the
CCSS have not yet been rated for complexity, teachers should use the information contained below as a guide for rating the co mplexity of
formative, summative, and problem solving classroom and/or assessment questions.
Cognitive Complexity/Depth of Knowledge Rating for Mathematics
Florida’s revised mathematics standards emphasize teaching and learning the most important K-12 mathematics concepts in depth at each grade level.
After adoption of the new math standards, the Florida Center for Research in Science, Technology, Engineering and Mathematics (FCR -STEM) at Florida
State University convened a group of Florida math teachers, district math supervisors, and math education faculty to rate the cognitive demand of each
benchmark. Meeting in teams for each body of knowledge, they reviewed and discussed each benchmark, then reached consensus on level of cognitive
complexity using a classification system adapted from the “depth of knowledge” system develop ed by Dr. Norman Webb at the University of Wisconsin.
Cognitive complexity refers to the cognitive demand of tasks associated with the benchmark. The depth of knowledge levels (We bb, 1999) reflect the
relative complexity of thinking that a given benchmark demands of students — what it requires the student to recall, understand, analyze, and do. Florida’s
depth of knowledge rating system focuses on expectations of students at three levels:
Low Complexity
This category relies heavily on the recall and recognition of previously learned concepts and principles. Items typically specify what the student is to do,
which is often to carry out some procedure that can be performed mechanically. It is not left to the student to come up with a low complexity original method
or solution. Skills required to respond to low complexity items include
 solving a one-step problem;
 computing a sum, difference, product, or quotient;
 evaluating a variable expression, given specific values for the variables;
 recognizing or constructing an equivalent representation;
 recalling or recognizing a fact, term, or property;
 retrieving information from a graph, table, or figure;
 identifying appropriate units or tools for common measurements; or
 performing a single-unit conversion.
Moderate Complexity
Items in the moderate complexity category involve more flexible thinking and choice among alternatives than low complexity it ems. They require a response
that goes beyond the habitual, is not specified, and ordinarily has more than a single step. The student is expected to decide what to do—using informal
methods of reasoning and problem-solving strategies—and to bring together skill and knowledge from various domains. Skills required to respond to
moderate complexity items include
 solving a problem requiring multiple operations;
 solving a problem involving spatial visualization and/or reasoning;
 selecting and/or using different representations, depending on situation and purpose;
 retrieving information from a graph, table, or figure and using it to solve a problem;
 determining a reasonable estimate;
 extending an algebraic or geometric pattern;
 providing a justification for steps in a solution process;
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


comparing figures or statements;
representing a situation mathematically in more than one way; or
formulating a routine problem, given data and conditions.
High Complexity
High complexity items make heavy demands on student thinking. Students must engage in more abstract reasoning, planning, anal ysis, judgment, and
creative thought. The high-complexity item requires that the student think in an abstract and sophisticated way. Skills required to respond correctly to high
complexity items include
 performing a procedure having multiple steps and multiple decision points;

solving a non-routine problem (as determined by grade-level appropriateness);

solving a problem in more than one way;

describing how different representations can be used for different purposes;

generalizing an algebraic or geometric pattern;

explaining and justifying a solution to a problem;

describing, comparing, and contrasting solution methods;

providing a mathematical justification;

analyzing similarities and differences between procedures and concepts;

formulating an original problem, given a situation;

formulating a mathematical model for a complex situation; or

analyzing or producing a deductive argument .
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Quarterly Benchmarks
Quarter 2 - 1.OA-Operations and Algebraic Thinking
1.NBT Number and Operations in Base Ten
Quarter 1 - 1.OA-Operations and Algebraic Thinking
Standards
MACC.1.OA.1.1
Chapters 1-2
Pacing: 10-12 days
per chapter
*ongoing review
throughout the year
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.
Standards
MACC.1.OA.4.7
Chapter 5, Encore,
and supplemental
materials
Pacing: 5-6 days
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.
MACC.1.OA.1.2
Chapter 3
Pacing: 10-12 days
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.
MACC.1.OA.4.8
Chapter 5, Encore,
and supplemental
materials
Pacing: 5-6 days
Determine the unknown whole number in an addition or subtraction equatio n
relating three whole numbers. For example, determine the unknown numb er
that makes the equation true in each of the equations 8 + ? = 11, 5 = � – 3,
6 + 6 = �.
MACC.1.OA.2.3
Chapter 3
Pacing: 10-12 days
Apply properties of operations as strategies to add and subtract.
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 b e added to make a ten, so 2 + 6 + 4 = 2 + 10
= 12. (Associative property of addition.)
MACC.1.NBT.1.1
Chapter 6, Encore,
and supplemental
materials
Pacing 5-6 days
Count to 120, starting at any number less than 120. In this range, rea d and
write numerals and represent a number of objects with a written numeral.
Understand subtraction as an unknown-addend problem. For
example, sub tract 10 – 8 b y finding the numb er that makes 10
when added to 8.
MACC.1.NBT.2.2
Chapter 6, Encore,
and supplemental
materials
Pacing 5-6 days
Understand that the two digits of a two-digit number represent amounts of
tens and ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones — called a “ten.”
b. The numbers from 11 to 19 are composed of a ten and one, two,
three, four, five, six, seven, eight, or nine ones.
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).
MACC.1.OA.3.5
Chapters 3 and 4
Pacing: 5-6 days
Relate counting to addition and subtraction (e.g., by counting on
2 to add 2).
MACC.1.NBT.2.3
Chapter 7
Pacing 10-12 days
Compare two two-digit numbers based on meanings of the tens and ones
digits, recording the results of comparisons with the symbols >, =, and <.
MACC.1.OA.3.6
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).
MACC.1.NBT.3.5
Chapters 8 and
beginning of 9
Pacing: 5-6 days
Given a two-digit number, mentally find 10 more or 10 less than the number,
without having to count; explain the reasoning used.
MACC.1.NBT.3.6
Chapters 8 and
beginning of 9
Pacing: 5-6 days
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 &
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.
MACC.1.OA.2.4
Chapter 4
Pacing: 5-6 days
Chapters 3 and 4
Pacing: 5-6 days
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Quarter 3 - 1.NBT Number and Operations in Base Ten
and 1.MD Measurement and Data
Benchmark
Description
Quarter 4 – 1.G Geometry
Benchmark
MACC.1.G.1.1
MACC.1.NBT.3.4
Chapter 9
Pacing 10-12 days
Add within 100, including adding a two-digit number and a onedigit 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.
MACC.1.MD.1.1
Chapter 12
Pacing: 10-12
days
Order three objects by length; compare the lengths of two
objects indirectly by using a third object.
MACC.1.MD. 1.2
Chapter 12
Pacing: 10-12
days
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 ob ject b eing
measured is spanned b y a whole number of length units with no
gaps or overlaps.
MACC.1.MD.2.3
Supplemental
materials
Pacing:
approxim ately 5
days
MACC.1.MD.3.4
Supplemental
materials
Pacing:
approxim ately
5 days
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MACC.1.G.1.2
Chapter 10
Pacing: 20 days
M ACC.1.G.1.3
Encore and
Supplemental
M aterials
Pacing: 2 w eeks
Description
Distinguish between defining attributes (e.g., triangles are closed and
three-sided) versus non-defining attributes (e.g., color, orientation,
overall size); build and draw shapes to possess defining attributes.
Compose two-dimensional shapes (rectangles, squares, trapezoids,
triangles, half-circles, and quarter-circles) or three-dimensional shapes
(cubes, right rectangular prisms, right circular cones, and right circular
cylinders) to create a composite shape, and compose new shapes from
the composite shape.
Partition circles and rectangles into two and four equal shares, describe
the shares using the words halves, fourths, and quarters, and use the
phrases half of, fourth of, and quarter of. Describe the whole as two of,
or four of the shares. Understand for these examples that decomposing
into more equal shares creates smaller shares
Tell and write time in hours and half-hours using analog and
digital clocks.
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.
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CURRICULUM GUIDE
Grade-level Curriculum Guide
Quarter 1
1.OA – Operations and Algebraic Thinking
Essential Questions
 How can we use objects, drawings, and equations to solve addition and subtraction word problems to 20?
 How can we use objects, drawings, and equations to solve addition and subtraction word problems with three whole numbers that equal 20 or less?
Cluster/Standard
Text Alignm ent
Form ative Assessm ents
MACC.1.OA.1.1 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.
http://www.floridastanda
rds.org/resources/Reso
urceSearch.aspx (follow
steps listed)
 Subject Area:
Mathematics
 Grade Level:
 Instructional
Component Type
Category: Activity
Resources
 Instructional
Component Type:
Formative
Assessment (scroll
down for activity)
MACC.1.OA.1.2
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.
Text:
Chapters 1,2,3
REV 062012
» Going to the Zoo
Students are given a
variety of increasingly
challenging word
problems to model and
solve.
» Fun with Models
Students are given a
variety of increasingly
challenging word
problems to model with
manipulatives.
Additional Resource s/Activities
Manipulatives:
 Mathboard
 Teddy Bear counters
 Linking Cubes
 Two-sided counters
Online Resources:
http://www.floridastandards.org/Standards/PublicPrevie
wBenchmark498.aspx
https://www-k6.thinkcentral.com
www.hekko.com
http://nlvm.usu.edu/ National Library of Virtual
Manipulatives
http://edweb.tusd.k12.az.us/ekowalcz/math/elementary_
web_sites.htm
https://www-k6.thinkcentral.com / Online Math Concept
Readers
http://www.fuelthebrain.com/Guides/view.php?ID=318
http://pinterest.com/lynettemc/first-grade-common-coremath/
http://www.k-5mathttp://www.aimsedu.org/commoncore-math/firstgrade.htmlhteachingresources.com/
http://www.aimsedu.org/common-coremath/firstgrade.html
Additional Resources:
Math Essential Skills software
First Grade Math
Lit. Connection
Vocabulary / Reading
Vocabulary:
plus (+)
addition sentence
is equal to (=)
sum
add
part
whole
zero (0)
addends
order
difference
minus (-)
subtraction sentence
subtract
pattern
compare
more
fewer
Additional Literature:
Grab and Go Kits: “Join Us,”
Busy Bugs, How Many Animals
Do You See?” “Ten Little
Puppies,” “Milk for Sale”
Standards for
Mathem atical Practice
1. Make sense of
problems and
persevere in solving
them.
2. Reason abstractly
and quantitatively.
3. Construct viable
arguments and
critique the reasoning
of others.
4. Model with
mathematics.
5. Use appropriate
tools strategically.
6. Attend to precision.
7. Look for and make
use of structure.
8. Look for and
express regularity in
repeated reasoning.
Page 14
OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
» More Fun with
Models
Students are given a
variety of increasingly
challenging word
problems to model with
manipulatives.
» Problem Types Task
The student is given
manipulatives and
asked to solve addition
and subtraction word
problems.
» Oranges in a Basket
Students are asked to
find all of the different
ways to sort 12 oranges
into 3 baskets.
» Toys on a Shelf
Students are asked to
solve problems
involving composing
and decomposing
numbers and to explain
their solution strategies.
REV 062012
First Grade Math
Page 15
OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
1.OA – Operations and Algebraic Thinking
Essential Questions:
 How can we use properties of operations as strategies to add and subtract?
Benchm ark
Text Alignm ent
MACC.1.OA.2.3 Apply
properties of operations
as strategies to add and
subtract.
Examples: If 8 + 3 = 11 is
k nown, then 3 + 8 = 11 is
also k nown.
(Commutative property of
addition.) To add 2 + 6 +
4, the second two
numbers can be added to
mak e a ten, so 2 + 6 + 4
= 2 + 10 = 12.
(Associative property of
addition.)
Text:
Chapter 3
Form ative Assessm ents
http://www.floridastanda
rds.org/resources/Reso
urceSearch.aspx (follow
steps listed)
 Subject Area:
Mathematics
 Grade Level:
 Instructional
Component Type
Category: Activity
Resources
 Instructional
Component Type:
Formative
Assessment (scroll
down for activity)
» Adding Whole
Numbers
Students read addition
number sentences with
missing numbers and
determine the missing
numbers.
Addition Strategies
Students are given
pairs of numbers to sum
in two different ways
and asked to explain
their strategies.
REV 062012
Additional Resources/Activities
FLDOE examples:
 2 + 3 = 5 and 3 + 2 = 5 (Commutative Property)
 2 + (3 + 1) = 6 and (2 + 3 ) + 1 = 6 (Associative
Property)
 7 + 8 = 7 + 7 + 1 (doubles + 1)
 9 + 4 = 10 + 3 (Using ten as a friendly number to add
and subtract)
Manipulatives:
 Mathboard
 Crayons
 connecting cubes
 2 color counters
 number line
Online Resources:
http://www.floridastandards.org/Standards/PublicPrevie
wBenchmark500.aspx
www.hekko.com
http://nlvm.usu.edu/ National Library of Virtual
Manipulatives
https://www-k6.thinkcentral.com
http://edweb.tusd.k12.az.us/ekowalcz/math/elementary
_web_sites.htm
https://www-k6.thinkcentral.com / Online Math Concept
Readers
http://www.fuelthebrain.com/Guides/view.php?ID=318
http://pinterest.com/lynettemc/first-grade-commoncore-math/
http://www.k-5mathttp://www.aimsedu.org/commoncore-math/firstgrade.htmlhteachingresources.com/
http://www.aimsedu.org/common-coremath/firstgrade.html
First Grade Math
Lit. Connection
Vocabulary / Reading
Vocabulary:
plus
addition sentence
is equal to (=)
sum (+)
add
part
whole/total/value
zero
addends
order
pattern
count on
number line
doubles
doubles minus one
doubles plus one
make a ten
count back
digit
Standards for
Mathem atical Practice
1. Make sense of
problems and
persevere in solving
them.
2. Reason abstractly
and quantitatively.
3. Look for and
express regularity in
repeated reasoning.
Additional Literature:
Grab and Go Kits:
“Join Us” “Busy Bugs” “Doubles
Fun on the Farm”
“Juggling” “Soap and Bubbles”
Online Math Concept Readers /
https://www-k6.thinkcentral.com
Page 16
OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
» Oranges in a Basket
Students are asked to
find all of the different
ways to sort 12 oranges
into 3 baskets.
Additional Resource:
Math Essential Skills software
» Toys on a Shelf
Students are asked to
solve problems
involving composing
and decomposing
numbers and to explain
their solution strategies.
1.OA – Operations and Algebraic Thinking
Essential Questions:
 How are addition and subtraction related to one another?
 How is counting used in both addition and subtraction?

How can we use a variety of strategies to add and subtract within 20?
Benchm ark
Text Alignm ent
MACC.1.OA.2.4
Understand subtraction
as an unknown-addend
problem. For example,
subtract 10 – 8 by finding
the number that makes
10 when added to 8.
Text: Chapter 4
MACC.1.OA.3.5 Relate
counting to addition and
subtraction (e.g., by
counting on 2 to add 2).
MACC.1.OA.3.6
Add and subtract within
20, demonstrating
REV 062012
Form ative Assessm ents
http://www.floridastanda
rds.org/resources/Reso
urceSearch.aspx (follow
steps listed)
 Subject Area:
Mathematics
 Grade Level:
 Instructional
Component Type
Category: Activity
Resources
 Instructional
Component Type:
Formative
Assessment (scroll
down for activity)
Additional Resources/Activities
FLDOE examples:
 6 + 7 = 13, 6 + 6 + 1 = 13
 13 - 7 = 6 and (13 - 3) - 4 = 6 (using the knowledge that
3 + 4 = 7)
Manipulatives:
 Mathboard
 crayons
 two color counter
 connecting cubes
Online-Resources:
http://www.floridastandards.org/Standards/PublicPreviewB
enchmark501.aspx
https://www-k6.thinkcentral.com
www.hekko.com
First Grade Math
Lit. Connection
Vocabulary / Reading
Vocabulary:
plus
addition
sentence
is equal to (=)
sum +
add
part
whole/total/value
zero (0)
addends
order
pattern
difference minus (-)
subtraction sentence
subtract
Standards for
Mathem atical Practice
1. Make sense of
problems and
persevere in solving
them.
2. Reason abstractly
and quantitatively.
3. Model with
mathematics.
4. Attend to precision.
5. Look for and make
use of structure.
Page 17
OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
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).
» Inverse Operations
Students are asked to
determine and write
addition and subtraction
fact families and explain
their reasoning.
» Counting Strategies
Given four different
basic addition and
subtraction problems,
the teacher identifies
student solution
strategies by listening to
student explanations
http://wveis.k12.wv.us/Teach21/public/Iguide/Iguide.cfm?ac
tion=V1&tsele1=2&tsele2=101&tsele3i=73
http://nlvm.usu.edu/ National Library of Virtual
Manipulatives
http://edweb.tusd.k12.az.us/ekowalcz/math/elementary_we
b_sites.htm
http://www.fuelthebrain.com/Guides/view.php?ID=318
http://pinterest.com/lynettemc/first-grade-common-coremath/
http://www.k-5mathttp://www.aimsedu.org/common-coremath/firstgrade.htmlhteachingresources.com/
http://www.aimsedu.org/common-core-math/firstgrade.html
Additional Resources:
Math Essential Skills software
compare
more
fewer
count on
numberline
doubles
doubles minus one
doubles plus one
make a ten
count back
6. Look for and
express regularity in
repeated reasoning.
Additional Literature:
“Join Us” “Busy Bugs” “How
Many Animals Do You See?”
“Ten Little Puppies” Doubles Fun
on the Farm” “Hop, Hop”
“Juggling” “soap and Bubbles”
“Picture Puzzles”
Online Math Concept Readers /
https://www-k6.thinkcentral.com
Text:
Chapters 3,4
REV 062012
First Grade Math
Page 18
OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
Quarter 2
1.OA-Operations and Algebraic Thinking and 1.NBT Number and Operations in Base Ten
Essential Questions:
 What does the equal sign mean? How do we determine if the equations we read are true or false?
 How do we determine an unknown number in an addition or subtraction equation?
Benchm ark
Text Alignm ent
MACC.1.OA.4.7
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.
MACC.1.OA.4.8
Determine the unknown
whole number in an
addition or subtraction
equation relating three
whole numbers. For
example, determine the
unk nown number that
mak es the equation true
in each of the equations 8
+ ? = 11, 5 = � – 3, 6 + 6
= �.
Text:
Chapter 5, Encore, and
supplemental materials
REV 062012
Form ative Assessm ents
http://www.floridastanda
rds.org/resources/Reso
urceSearch.aspx (follow
steps listed)
 Subject Area:
Mathematics
 Grade Level:
 Instructional
Component Type
Category: Activity
Resources
 Instructional
Component Type:
Formative
Assessment (scroll
down for activity)
» Marbles in the Bag
Students are given a
word problem to
determine a missing
quantity and are asked
to explain their thinking.
» Little Buddy See-Saw
Students are asked to
solve a balancing
problem related to ratio,
proportion, and
mathematical equality.
» Balancing the Sides
Students are asked to
place objects on
balance so that both
sides of a balance are
level.
Additional Resources/Activities
FLDOE examples:
 4 + 2 = 6 and 6 - 2 = 4.
 List three other facts using addition or subtraction that
are related to 3 + 5 = 8.
 I have 8 marbles. Some are red. Some are blue.
How many of each could I have? How many red
marbles? How many blue marbles?
Find as many combinations as you can.
Manipulatives:
 Mathboard
 connecting cubes
 number line
Online Resources:
http://www.floridastandards.org/Standards/PublicPreviewBe
nchmark499.aspx
www.harcourtschool.com
https://www-k6.thinkcentral.com
www.hekko.com
http://nlvm.usu.edu/ National Library of Virtual
Manipulatives
http://edweb.tusd.k12.az.us/ekowalcz/math/elementary_we
b_sites.htm
http://www.fuelthebrain.com/Guides/view.php?ID=318
http://pinterest.com/lynettemc/first-grade-common-coremath/
http://www.k-5mathttp://www.aimsedu.org/common-coremath/firstgrade.htmlhteachingresources.com/
http://www.aimsedu.org/common-core-math/firstgrade.html
Lit. Connection
Vocabulary / Reading
Vocabulary:
opposite facts
related facts
fact family
symbol
Continue vocabulary from
quarter one
Additional Literature:
“Juggling” “soap and Bubbles”
“Picture Puzzles” “ A Walk
Around the Farm”
Standards for
Mathem atical Practice
1. Make sense of
problems and
persevere in solving
them.
2. Reason abstractly
and quantitatively.
3. Look for and
express regularity in
repeated reasoning.
Online Math Concept Readers /
https://www-k6.thinkcentral.com
Additional Resource:
Math Essential Skills software
First Grade Math
Page 19
OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
1.NBT Number and Operations in Base Ten
Essential Questions:
 How do we count to 120, including counting on from any number? How do we read and write these numbers?
 How are tens and ones represented in each two digit number?
Benchm ark
Text Alignm ent
MACC.1.NBT.1.1
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.
MACC.1.NBT.2.2
1. Understand that the
two digits of a twodigit number
represent amounts of
tens and ones.
Understand the
following as special
cases:
a. 10 can be
thought of as a
bundle of ten
ones — called a
“ten.”
b. The .numbers from 11
to 19 are composed of a
ten and one, two, three,
four, five, six, seven,
eight, or nine ones.
c.The numbers 10, 20,
30, 40, 50, 60, 70, 80, 90
refer to one, two, three,
four, five, six, seven,
eight, or nine tens (and 0
ones).
REV 062012
Form ative Assessm ents
Additional Resources/Activities
http://www.floridastanda
rds.org/resources/Reso
urceSearch.aspx (follow
steps listed)
 Subject Area:
Mathematics
 Grade Level:
 Instructional
Component Type
Category: Activity
Resources
 Instructional
Component Type:
Formative
Assessment (scroll
down for activity)
FLDOE example:
How many tens and how many ones are in fifty-six? Explain
your answer.
Possible answer:
o 5 tens, 6 ones
o 4 tens, 16 ones
» Compare and Order to
100
Students compare and
order whole numbers.
Online Resources:
http://www.floridastandards.org/Standards/PublicPreviewBe
nchmark503.aspx
www.hekko.com
http://nlvm.usu.edu / National Library of Virtual
Manipulatives
https://www-k6.thinkcentral.com
» Ordering Numbers
Students are given
three sets of five
numbers and asked to
put the five numbers
from each set in order
from least to greatest on
an open number line
and explain their
thinking.
FLDOE example:
o What number comes next in this pattern {3, 6,
9, 12, 15, __}? Why?
Manipulatives:
 Mathboard
 connecting cubes
 base ten blocks
 numeral cards
Lit. Connection
Vocabulary / Reading
Vocabulary:
ones
tens
hundreds
is greater than >
is less than<
greatest
least
digit
skip count
count forward
count backward
numeral
making a ten
Standards for
Mathem atical Practice
1. Model with
mathematics.
2. Use appropriate
tools strategically.
3. Attend to precision.
4. Look for and make
use of structure.
Additional Literature:
“My Counting Trip to the Zoo.”
“Where Should I Go?”
Grab and Go Kits:
“Tallyho!” “It’s a Homerun!”
Online Math Concept Readers /
https://www-k6.thinkcentral.com
http://edweb.tusd.k12.az.us/ekowalcz/math/elementary_we
b_sites.htm
Additional Resource:
Math Essential Skills
First Grade Math
Page 20
OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
Text: Chapter 6, Encore,
and supplemental
materials
» Greater/Less
Students are given pairs
of numbers and asked
to compare the numbers
in each pair and then list
the set of numbers in
order on an open
number line.
» Tens and Ones
Students translate
between
representations of
arabic numerals and
quantities of base-ten
blocks.
» Two-Digit Numbers
Students are asked to
use base-ten blocks to
represent given
numbers and write
numbers for base-tenblock representations.
» Expanded Form
Students are verbally
given four numerals in
standard form to write in
the form of tens and
ones and given four
numbers, represented
as tens and ones, to
write in standard form.
REV 062012
First Grade Math
Page 21
OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
1.NBT Numbers and Operations in Base Ten
Essential Questions:
 How can we use the less than, greater than, and equal symbols to compare two two -digit numbers?
 How can we find 10 more or 10 less than a number without counting?
 How do we use place value and properties of operations to subtract multiples of 10?
Benchm ark
Text Alignm ent
MACC.1.NBT.2.3
Compare two two-digit
numbers based on
meanings of the tens and
ones digits, recording the
results of comparisons
with the symbols >, =,
and <.
Text: Chapter 7
MACC.1.NBT.3.5 Given
a two-digit number,
mentally find 10 more or
10 less than the number,
without having to count;
explain the reasoning
used.
MACC.1.NBT.3.6
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
REV 062012
Form ative Assessm ents
http://www.floridastanda
rds.org/resources/Reso
urceSearch.aspx (follow
steps listed)
 Subject Area:
Mathematics
 Grade Level:
 Instructional
Component Type
Category: Activity
Resources
 Instructional
Component Type:
Formative
Assessment (scroll
down for activity)
» Ordering and
comparing magnitudes
Students place numbers
on a number line and
examine a number line
that does not have
numbers placed with
consistent linear
proportions and explain
how the number line
could be improved.
» Order Numbers
Students are given five
numbers to order from
least to greatest, place
on a number line, and
Additional Resources/Activities
FLDOE examples:
 Is 86 larger than 68?
 State whether 29 is larger than 38 or smaller than 38.
 Name a number that comes between 70 and 75
 What number comes after 29?
Manipulatives:
 Mathboard
 crayons
 two color counters
 connecting cubes
 base ten blocks
 numeral cards
Online-Resources:
http://www.floridastandards.org/Standards/PublicPrevie
wBenchmark501.aspx
https://www-k6.thinkcentral.com
www.hekko.com
http://www.fuelthebrain.com/Guides/view.php?ID=318
http://pinterest.com/lynettemc/first-grade-common-coremath/
http://www.k-5mathttp://www.aimsedu.org/commoncore-math/firstgrade.htmlhteachingresources.com/
http://www.aimsedu.org/common-coremath/firstgrade.html
http://wveis.k12.wv.us/Teach21/public/Iguide/Iguide.cfm
?action=V1&tsele1=2&tsele2=101&tsele3i=73
http://nlvm.usu.edu/ National Library of Virtual
Manipulatives
First Grade Math
Lit. Connection
Vocabulary / Reading
Vocabulary:
is greater than >
is less than<
greatest
least
ones
tens
compare
value
most
fewest
least
greatest
making a ten
Standards for
Mathem atical Practice
1. Reason abstractly
and quantitatively.
2. Construct viable
arguments and
critique the reasoning
of others.
3. Model with
mathematics.
4. Attend to precision.
5. Look for and make
use of structure.
Additional Literature:
Grab and Go Kits:
“My Counting Trip to the Zoo,”
“Where Should I Go.”
Online Math Concept Readers
https://www-k6.thinkcentral.com
Page 22
OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
method and explain the
reasoning used.
Text:
Chapter 8 and the
beginning of Chapter 9
explain their thinking.
» Fill in the Number
Line
Students are asked to
place four numbers on a
number line that already
has placement of the
numbers 0, 10, and 20
and justify their
decisions.
http://edweb.tusd.k12.az.us/ekowalcz/math/elementary_
web_sites.htm
Additional Resource:
Math Essential Skills software
» Adding with Tens and
Ones
Students are asked to
solve an addition
problem and a
subtraction problem that
requires them to
consider a variety of
strategies, such
as compensation, comp
osing and decomposing,
and using tens and
ones.
» Invented Strategies
Students are asked to
solve two story
problems and to explain
their solution strategies.
» Adding and
Subtracting with BaseTen Blocks
Students are asked to
solve an addition
problem and a
subtraction problem in
two ways and explain
their strategies.
REV 062012
First Grade Math
Page 23
OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
Quarter 3
1.NBT Number and Operations in Base Ten and 1.MD Measurement and Data
Essential Questions:

How do we use place value and properties of operations to add numbers within 100?
Benchm ark
Text Alignm ent
MACC.1.NBT.3.4 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.
Text:
Chapter 9
Form ative Assessm ents
http://www.floridastanda
rds.org/resources/Reso
urceSearch.aspx (follow
steps listed)
 Subject Area:
Mathematics
 Grade Level:
 Instructional
Component Type
Category: Activity
Resources
 Instructional
Component Type:
Formative
Assessment (scroll
down for activity)
» Adding with Tens and
Ones
Students are asked to
solve an addition
problem and a
subtraction problem that
requires them to
consider a variety of
strategies, such
as compensation, comp
osing and decomposing,
and using tens and
ones.
» Invented Strategies
Students are asked to
solve two story
problems and to explain
their solution strategies
REV 062012
Additional Resources/Activities
FLDOE example:
 Adding 27 and 15, a student might reason that 27 is 20
+ 7 and that 15 is 10 + 5. In determining the result, they
combine 20 + 10=30 and 7 + 5 =12. The final answer
involves the simpler addition problem of 30 +12 is 42.
Manipulatives:
 Mathboard
 base-ten blocks
 two color counters
 connecting cubes
Online Resources:
http://www.floridastandards.org/Standards/PublicPrevie
wBenchmark506.aspx
http://www.mathfactcafe.com/build/
www.hekko.com
http://nlvm.usu.edu/ National Library of Virtual
Manipulatives
https://www-k6.thinkcentral.com
http://edweb.tusd.k12.az.us/ekowalcz/math/elementary
_web_sites.htm
http://www.fuelthebrain.com/Guides/view.php?ID=318
http://pinterest.com/lynettemc/first-grade-commoncore-math/
http://www.k-5mathttp://www.aimsedu.org/commoncore-math/firstgrade.htmlhteachingresources.com/
http://www.aimsedu.org/common-coremath/firstgrade.html
Lit. Connection
Vocabulary / Reading
Vocabulary:
tens
ones
part
whole
sum
difference
digit
making a ten
numeral
one digit number
two digit number
Additional Literature:
“Squirrel’s Store” “It’s Lunchtime!”
Standards for
Mathem atical Practice
1. Make sense of
problems and
persevere in solving
them.
2. Reason abstractly
and quantitatively.
3. Construct viable
arguments and
critique the reasoning
of others.
4. Model with
mathematics.
5. Attend to precision.
6. Look for and make
use of structure.
Additional Resource:
Math Essential Skills
First Grade Math
Page 24
OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
» Adding and
Subtracting with BaseTen Blocks
Students are asked to
solve an addition
problem and a
subtraction problem in
two ways and explain
their strategies.
1.NBT Number and Operations in Base Ten and 1.MD Measurement and Data
Essential Questions:
 How can we compare and order objects by length?
 How can we use a shorter object to measure a longer one?
Benchm ark
Text Alignm ent
Form ative Assessm ents
http://www.floridastanda
rds.org/resources/Reso
urceSearch.aspx (follow
steps listed)
 Subject Area:
Mathematics
 Grade Level:
 Instructional
MACC.1.MD.1.2
Component Type
Express the length of an
Category: Activity
object as a whole number
Resources
of length units, by laying  Instructional
multiple copies of a
Component Type:
shorter object (the length
Formative
unit) end to end;
Assessment (scroll
understand that the
down for activity)
length measurement of
an object is the number
» Length: Compare and
of same-size length units Order
that span it with no gaps
Students are asked to
or overlaps. Limit to
place given objects in
contexts where the object order from shortest to
being measured is
longest and measure
spanned by a whole
the length of the given
number of length units
objects.
with no gaps or overlaps.
MACC.1.MD.1.1 Order
three objects by length;
compare the lengths of
two objects indirectly by
using a third object.
REV 062012
Additional Resources/Activities
Manipulatives:
 Mathboard
 classroom objects
 balance
 tennis balls
 soccer balls
 connecting cubes
 paper clips
 crayons
 dropper
 various sized containers
 rice
 spoons
 base ten blocks
Online Resources:
http://www.floridastandards.org/Standards/PublicPrevie
wBenchmark508.aspx
www.hekko.com
http://nlvm.usu.edu/ National Library of Virtual
Manipulatives
https://www-k6.thinkcentral.com
http://edweb.tusd.k12.az.us/ekowalcz/math/elementary_
web_sites.htm
First Grade Math
Lit. Connection
Vocabulary / Reading
Vocabulary:
Longer
shorter
longest
shortest
compare
heavier
lighter
balance
heaviest
lightest
capacity
less
more
least
most
Standards for
Mathem atical Practice
9.
7. Reason abstractly
and quantitatively.
8. Use appropriate
tools strategically.
Additional Literature:
Grab and Go Kits
“The Dog Show” “Rolling
Snowballs”
Page 25
OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
Text:
Chapter 12
» How Many Toys on a
Shelf?
Students are provided
with a shelf and a toy
(car, stuffed animal,
etc.) and asked to
determine how many of
the toy will fit on the
shelf.
http://www.fuelthebrain.com/Guides/view.php?ID=318
http://pinterest.com/lynettemc/first-grade-common-coremath/
http://www.k-5mathttp://www.aimsedu.org/commoncore-math/firstgrade.htmlhteachingresources.com/
http://www.aimsedu.org/common-coremath/firstgrade.html
» Planning the Bulletin
Board
Students are asked to
measure the length of a
bulletin board by
determining how many
uniform pieces of
student work will span
its length.
1.NBT Number and Operations in Base Ten and 1.MD Measurement and Data
Essential Questions:
 How can we tell time and write time on different types of clocks?
 How can we organize and interpret data?
Benchm ark
Text Alignm ent
MACC.1.MD.2.3
Tell and write time in
hours and half-hours
using analog and digital
clocks.
MACC.1.MD.3.4
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
REV 062012
Form ative Assessm ents
http://www.floridastanda
rds.org/resources/Reso
urceSearch.aspx (follow
steps listed)
 Subject Area:
Mathematics
 Grade Level:
 Instructional
Component Type
Category: Activity
Resources
 Instructional
Component Type:
Formative
Assessment (scroll
Additional Resources/Activities
Manipulatives:
 Digital and analog student clocks, digital and analog
teacher clock for demonstration.
Online Resources:
http://www.floridastandards.org/Standards/PublicPreviewBe
nchmark508.aspx
www.hekko.com
http://nlvm.usu.edu/ National Library of Virtual
Manipulatives
https://www-k6.thinkcentral.com
http://edweb.tusd.k12.az.us/ekowalcz/math/elementary_web
_sites.htm
http://www.fuelthebrain.com/Guides/view.php?ID=318
First Grade Math
Lit. Connection
Vocabulary / Reading
Vocabulary:
Hour
Half hour
Minute
Digital
Analog
Clock
Hour hand
Minute hand
Standards for
Mathem atical Practice
9. Construct viable
arguments and critique
the reasoning of
others.
10. Model with
mathematics.
11. Use appropriate
tools strategically.
Vocabulary: Measurement
Data
Category
Classify
Page 26
OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
more or less are in one
category than in another.
Text:
Supplemental materials
down for activity)
» What Time Is It?
Students are asked to
read time shown on
digital and analog
clocks, represent time
on an analog clock, and
write the time that is
displayed on an analog
clock. All times are to
the hour and half hour.
» Telling Time
Students are shown an
analog clock with the
time displayed on the
hour and half hour and
asked to verbally state
the time and write the
time on paper.
» Telling Time
Students are shown an
analog clock with the
time displayed on the
hour and half hour and
asked to verbally state
the time and write the
time on paper.
REV 062012
http://pinterest.com/lynettemc/first-grade-common-coremath/
http://www.k-5mathttp://www.aimsedu.org/common-coremath/firstgrade.htmlhteachingresources.com/
http://www.aimsedu.org/common-core-math/firstgrade.html
Online resources for telling time:
http://www.bbc.co.uk/wales/snapdragon/yesflash/time-1.htm
Telling Time game
http://www.abcya.com/telling_time.htm GAME
http://www.hbschool.com/activity/willy/willy.html
2 PLAYER GAME
http://www.primarygames.com/time/question1.htm GAME
http://my.discoveryeducation.com/ Math Monsters: Time
(15 minute video segment)
Telling Time (5 minute 35 second video segment)
Brainpop Jr: Parts of a Clock
Time to the Hour
Measurement and Data:
Brainpop Jr: tally marks, bar graphs, probability
Online resources for measurement and data:
http://www.k-5mathteachingresources.com/measurementand-data-activities.html
Sid the Science Kid-A Pirates Tale Music Video –PBS Kids
(also on you tube) 2:10
http://ccss1.watchknowlearn.org/Category.aspx?CategoryID
=8860 (video clips)
http://www.k-5mathteachingresources.com/measurementand-data-activities.html k-12 measurement and data
activities
http://pbskids.org/curiousgeorge/games/how_tall/how_tall.ht
ml (measurement game for kids)
http://www.uen.org/Lessonplan/preview?LPid=10701
(lesson plan including printables-There was an old lady
probability and data collection)
http://www.uen.org/Lessonplan/preview?LPid=14395
(lesson plan including printables-graphing)
http://eduplace.com/math/mathcentral/gradeK/koca1.html
(lesson plan- favorite snacks data collection and graphing
including printables)
First Grade Math
Total
How many more
How many less
Greatest
Least
Fewest
Most
Graph
Online Math Concept Readers
https://www-k6.thinkcentral.com
Books (Telling time) :
The Grouchy Ladybug: Eric
Carle
A Second is a Hiccup: Hazel
Hutchings
Game Time (Math Start): Stuart
Murphy
Books: Measurement and
Data
Talley O Malley:
Stuart Murphy
Lemonade for Sale:
Stuart Murphy
The Great Graph Contest:
Loreen Leedy
Tally Cat Keeps Track:
Trudy Harris
Graphs: All Aboard Math
Reader: Bonnie Bader
Page 27
OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
Quarter 4
1.G Geometry
Essential Question:
 How do we distinguish between attributes of different shapes?
 How do we use those attributes to build and draw shapes?
Benchm ark
Text Alignm ent
MACC.1.G.1.1
Distinguish between
defining attributes (e.g.,
triangles are closed and
three-sided) versus nondefining attributes (e.g.,
color, orientation, overall
size); build and draw
shapes to possess
defining attributes.
MACC.1.G.1.2
1. Compose twodimensional 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.
(Students do not
need to learn formal
names such as “right
rectangular prism.”)
Text:
REV 062012
Form ative Assessm ents
http://www.floridastanda
rds.org/resources/Reso
urceSearch.aspx (follow
steps listed)
 Subject Area:
Mathematics
 Grade Level:
 Instructional
Component Type
Category: Activity
Resources
 Instructional
Component Type:
Formative
Assessment (scroll
down for activity)
» Attribute Sorting
Students are given
several shapes and
asked to sort the
shapes into two different
groups according to
attributes and to explain
how the objects in each
group are similar.
» Sorting with ThreeDimensional Shapes
Students are asked to
name three-dimensional
and two-dimensional
shapes and sort shapes
according to
mathematical attributes.
Additional Resources/Activities
FLDOE examples:
 Example of composing: The student puts two congruent
isosceles triangles together to make a rhombus. Students
can decorate necklaces by composing triangles (or other
shapes) and find number of triangles or rhombuses
needed for different necklaces with different lengths.

 Example of decomposing: The student notices that a
regular hexagon can be decomposed into two trapezoids
or six triangles.
Manipulatives:
 Mathboard
 3-D shapes
 pattern blocks
 crayon
 cubes
Lit. Connection
Vocabulary / Reading
Vocabulary:
cone
cube
curved surface
cylinder
flat surface
rectangular prism
sphere
square
pyramid
edge
face
vertex
side
hexagon
rhombus
trapezoid
Standards for
Mathem atical Practice
1. Reason abstractly
and quantitatively.
2. Construct viable
arguments and
critique the reasoning
of others.
3. Model with
mathematics.
4. Attend to precision.
Additional Literature:
“The ClubHouse”
“And the Wheels Go Round”
Online Resources:
http://www.floridastandards.org/Standards/PublicPreviewB
enchmark510.aspx
http://nlvm.usu.edu/ National Library of Virtual
Manipulatives
https://www-k6.thinkcentral.com
http://edweb.tusd.k12.az.us/ekowalcz/math/elementary_w
eb_sites.htm
https://www-k6.thinkcentral.com / Online Math Concept
Readers
http://www.fuelthebrain.com/Guides/view.php?ID=318
First Grade Math
Page 28
OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
Chapter 10
» Comparing Shapes
Students are given a
worksheet and asked to
sort a variety of threedimensional shapes.
http://pinterest.com/lynettemc/first-grade-common-coremath/
http://www.k-5mathttp://www.aimsedu.org/common-coremath/firstgrade.htmlhteachingresources.com/
http://www.aimsedu.org/common-coremath/firstgrade.html
» Pattern Block Puzzles
The students use
pattern blocks to
complete puzzles with
outlined shapes,
partially outlined
shapes, and open
patterns in order to
determine the exact
number of pattern
blocks, the greatest
number of pattern
blocks, and the least
number of pattern...
...read more
» Pattern Block Shapes
Students use pattern
blocks to compose a
rhombus, trapezoid, and
hexagon.
» Decomposing 3-D
shapes
Students are asked to
identify the types of
polygons for the faces
of various threedimensional shapes and
count the number of
faces.
REV 062012
First Grade Math
Page 29
OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
1.G Geometry
Essential Questions:
 How can we separate circles and rectangles into two or four equal shares?
 How can we describe these shares?
Benchm ark
Text Alignm ent
MACC.1.G.1.3 .
Partition circles and
rectangles into two and
four equal shares,
describe the shares using
the words halves, fourths,
and quarters, and use the
phrases half of, fourth of,
and quarter of. Describe
the whole as two of, or
four of the shares.
Understand for these
examples that
decomposing into more
equal shares creates
smaller shares
Text:
Encore and
Supplemental materials
Form ative Assessm ents
Additional Resources/Activities
http://www.floridastanda
rds.org/resources/Reso
urceSearch.aspx (follow
steps listed)
 Subject Area:
Mathematics
 Grade Level:
 Instructional
Component Type
Category: Activity
Resources
 Instructional
Component Type:
Formative
Assessment (scroll
down for activity)
» Fraction Circle
Students work with
fraction circle pieces to
identify and describe
different ways to create
a circle with smaller
sectors
Online Resources:
http://www.floridastandards.org/Standards/PublicPrevie
wBenchmark510.aspx
http://nlvm.usu.edu/ National Library of Virtual
Manipulatives
https://www-k6.thinkcentral.com
http://edweb.tusd.k12.az.us/ekowalcz/math/elementary_
web_sites.htm
https://www-k6.thinkcentral.com / Online Math Readers
http://www.fuelthebrain.com/Guides/view.php?ID=318
http://pinterest.com/lynettemc/first-grade-common-coremath/
http://www.k-5mathttp://www.aimsedu.org/commoncore-math/firstgrade.htmlhteachingresources.com/
http://www.aimsedu.org/common-coremath/firstgrade.html
» Cover the Hexagon
Students will use a
hexagon to demonstrate
the relationship between
the whole and its parts
as a foundation to
fractions.
» Pattern Block
Fractions
Students use pattern
blocks to determine
fractional parts of a
hexagon.
REV 062012
Lit. Connection
Vocabulary / Reading
Additional Literature:
Grab and Go Kits
“The Dog Show” “Rolling
Snowballs”
Books: (fractions)
Clean Sweep Campers-math
matters by Lucille Penner
Give Me Half by Stuart J.
Murphy
The Doorbell Rang by Pat
Hutchins
My Half Day by Doris Fisher
Full House: An invitation to
Fractions by Daye Ann Dodds
Standards for
Mathem atical Practice
1. Reason abstractly
and quantitatively.
2. Construct viable
arguments and
critique the reasoning
of others.
3. Model with
mathematics.
4. Attend to precision.
Video Segments: Fractions
http://my.discoveryeducation.com/ Eating Pizza Fractions
by Steve Dembo (powerpoint)
The Number Crew: Action with Fraction (9 minute 24
second video segment)
MIMIO: Fractions
Fractions.ink
mimio lesson
Title: beginning fractions ½ and ¼
Fractionsmrsrainbowstar.ink
mimio lesson
Title: Fractions
Fractionfoods.ink
mimio lesson
Title: fraction foods using ½ and ¼
Thirds and fourths .ink
mimio lesson
Title: Thirds and Fourths
Brainpop Jr.
Basic parts of a whole- interactive lesson
You tube:
Hip Hop Around the Clock(telling time to
the hour w/Jack Hartmann
60 seconds! (time song for kids)
What’s the Time?
First Grade Math
Page 30
OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
REV 062012
First Grade Math
Page 31
OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
Math Resources Guide
 Principals and Standards for School Mathematics and Curriculum Focal Points
National Council of Teachers of Mathematics
http://www.nctm.org/standards/default.aspx?id=58
 Illuminations
NCTM Educational Resources http://illuminations.nctm.org/
 Math Their Way,
Center for Innovation in Education, Inc
http://www.center.edu/index.shtml
 AIMS Education Foundation On-line Store Books, Free Resources and $1-2 E-Activities
http://wwws.aimsedu.org/aims_store/home.php
 Investigations: Finding and Using Mathematical Children’s Literature with Elementary Students (1999). Teaching Math with Favorite Picture Books
(Grades 1-3). NY: Scholastic Professional Books.
http://investigations.terc.edu/library/mathactivities/children_lit2.cfm
 Teaching Math with Favorite Picture Books (Grades 1-3) By: Hechtman, J., Ellermeyer, D. and Grove, S. F. ISBN: 978-0-87355-243-1
http://www.amazon.com/Teaching-Favorite-Picture-Books-Grades/dp/0590762508
 Professional Math Series: Teaching Student Centered Mathematics Grades k -3, Grades 3-5, Grades 5-8 By John A. Van de Walle
http://www.ablongman.com/vandewalleseries/
http://www.allynbaconmerrill.com/search/index.aspx
 Good Questions for Math Teaching (Grades 5-8) By Lainie Schuster and Nancy Canavan Anderson Marilyn Burns Books
http://www.eaieducation.com/501832.html
 Everyday Counts Partner Games Great Source Education Group
http://www.greatsource.com
REV 062012
First Grade Math
Page 32
OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
Go Math! Online Math Concept Readers
https://www-k6.thinkcentral.com
Level
Title
Math Content Description
K
K
K
K
I Know Big and Small
I Know Alike and Different
I Know Numbers
I Know Shapes
Big and small
Sort and classify
Numbers 6-10
Geometry
K
K
K
K
Counting at the Market
Shortest and Longest Where I Live
Numbers at the Lake
Summertime Math
Numbers 11-30
Measurement
Addition/Subtraction
Numbers 0 to 30
1
1
1
1
1
1
1
1
Counting in the City
My Counting Trip to the Zoo
Math Club
Miss B.'s Class Makes Tables and Graphs
Our Lemonade Stand
Pattern Parade
The Dog Show
The Class Party
Counting up and counting down 0-30
Number sense (0 to 20)
Relate addition and subtraction to 12
Data and graphs
Counting coins
Patterns: AAB, ABC, ABB, AB
Length: Nonstandard measurement
One-digit addition and subtraction
2
2
2
2
2
2
2
2
All the Time
Doubles Fun on the Farm
Party Plans
Time To Go Shopping
Building a Mini-Park
Time to Take a Trip!
Treasure Hunts
What Do You Like?
Time: reading analog and digital clocks
Addition facts and strategies: Doubles
Use 2-digit addition and subtraction
Use money
Solid and plane figures
Compare and order greater numbers
Length: Nonstandard measurement
Data and graphs
3
3
3
3
3
3
3
3
A Nose for News and Numbers
Party Plans by the Numbers!
The Garden Fence
Surprising Solids
Sports Camp
Pizza Parts!
Fun and Games
A Trip to the Pond
Understand place value; Compare, order, and round numbers
Multiplication facts and strategies
Division facts
Solid figures
Divide by 1-digit numbers
Understand fractions
Data and probability
Metric measurement
4
Exercising for Beads
Algebra: Use addition and subtraction
REV 062012
First Grade Math
Page 33
OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
4
4
4
4
4
4
4
On the Menu: Bamboo, Figs, and Other Tasty Treats
Putting the World on a Page
The Thirst Quencher
Diego’s Perfect Fit
Elizabeth’s Groovy Green Racing Machine
A New Angle on Trains and Train Stations
Fighting Fire with Fire
Multiplication and division facts
Multiply by 1-digit numbers, multiply by 2-digit numbers
Practice division
Collect, organize, and represent Data; Interpret and graph data
Add and subtract decimals and money
Lines, rays, angles, and plane figures
Perimeter
5
5
5
5
5
5
5
5
The World’s Tallest Buildings
Fundraising Fair
Table Soccer, Anyone?
Halfpipe
Forecast: Sunny Skies!
City of the Future
Designing a Skatepark
Park Visitors
Place value, addition, and subtraction
Fraction concepts
Add and subtract mixed numbers
Add and subtract decimals
Percent
Geometric figures, plane and solid figures
Perimeter and area
Analyze data
6
6
6
6
6
6
6
6
Model Rocket Math
Expedition: Antarctica
Take Your Math to Work
Music To Our Ears
The Truth About Pi
Walk the Distance
What Are the Chances?
Room Makeover: Serving the Community
Fraction concepts, add and subtract fractions
Add and subtract integers
Analyze data, graph data
Addition equations, subtraction equations, multiplication & division equations
Circles
Proportions
Probability of simple events
Surface area and volume
REV 062012
First Grade Math
Page 34
OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
Literature Connection Chart
Title
Author
Beep, Beep, Vroom, Vroom
Chrysanthemum
Those Calculating Crows
Splash!
Ten Black Dots
A Three Hat Day
Best Bug Parade (The)
Billy’s Buttons
Caps for Sale
Fat Frogs on a Skinny Log
Lilly’s Purple Plastic Purse
Stuart J. Murphy
Keven Henkes
Alice Wakefield
Ann Jonas
Donald Crews
Laura Geringer
Stuart J. Murphy
William Accorsi
Esphyr Slobodkina
Sara Riches
Kevin Henkes
Inch by Inch
Leo Lionni
Lots and Lots of Zebra Stripes
Napping House (The)
One Monday Morning
One More Bunny
Penny Pot (The)
Stephen R. Swinburne
Audrey Wood
Uri Shulevitz
Rick Walton
Stuart J. Murphy
Sea Sums
Joy N. Hulme
Seven Blind Mice
12 Ways to Get to 11
Alexander Who Used to Be Rich Last
Sunday
Amanda’s Bean’s Amazing Dream: A
Mathematical Story
Band-Aids
Betcha!
Biggest, Strongest, Fastest
Blast Off!!
Ed Young
Eve Merriam
Button Box (The)
Margarette S. Reid
Cucumber Soup
Doorbell Rang (The)
Vickie Leigh Krudwig
Pat Hutchins
REV 062012
Grade
Level
Concept or Skills
Patterning
Addition, Subtraction
Counting by ones, Graphing, One-to-one correspondence
Addition
Number sense, Numeration
Statistics and probability, Patterns and relationships
Counting, Ordering by length, and other attributes
Patterns and relationships
Patterns and relationships
Addition, Subtraction
Money
Estimating and measuring with standard and nonstandard
units, Graphing
Patterning, Classification
Addition
Counting, Number sense
Addition
Coin values, Problem solving
Counting, Basic addition, Basic Subtraction, Addition with
more than two addends, Classification
Ordinal Numbers
Number and operations
Measurement, Money, Concept of whole number
operations, Fractions, Decimals
K
K
K
1
1
1
1
1
1
1
1
Cindy Neuschwander
Beginning multiplication, Multiples, Skip counting
2
Shel Silverstein
Stuart J. Murphy
Steve Jenkins
Norma Cole
Number sense, Numeration
Estimate length, Measure length, Estimate quantity
Length
Estimation, Statistics and Probability
Counting, Sorting, Classification, Estimation, Ordinal
numbers, Ordering by size
Estimation of quantity, weight, and length
Beginning division, Multiples, Skip counting
2
2
2
2
Judith Viorst
First Grade Math
1
1
1
1
1
1
1
1
2
2
2
2
2
Page 35
OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
Harriet’s Halloween Candy
How Big is a Foot?
How Many Feet in the Bed
Nancy Carlson
Rolf Myller
Jonston Hamm
Imogene’s Antlers
David Small
Jim and the Beanstalk
Just a Little Bit
Look at Annette
My Monster Mama Loves Me So
Only One
Raymond Briggs
Ann Tompert
Marion Walter
Laura Leuck
Marc Harshman
Pigs Will Be Pigs
Amy Axelrod
Pizza Pizzazz!
Carol A. Losi
Ready, Set, Hop!
Stuart J. Murphy
So You Want to Be President
Judith St. George
Village of Round and Square Houses (The)
Ann Grifalconi
Annabelle Swift, Kindergartner
Boy Who Stopped Time (The)
Dave’s Down-To-Earth Rock Shop
Amy Schwartz
Anthony Taber
Stuart J. Murphy
Grandfather’s Tang’s Story
Ann Tompert
Draw Me a Star
George Shrinks
Important Book (The)
Night Noises
One Duck Stuck
One Hundred Hungry Ants
One Hungry Cat
Pepper’s Journal
Eric Carle
William Joyce
Margret Wise Brown
Jon Scieszka and Lane
Smith
Mem Fox
Phyllis Root
Elinor J. Pinczes
Joanne Rocklin
Stuart J. Murphy
Purse (The)
Kathy Caple
Math Curse
REV 062012
First Grade Math
Classification of objects, Graphing
Measurement with standard and non-standard units
Skip counting, Number patterns
Whole number computation, Whole number operations,
Number sense, Numeration
2
2
2
Measurement of length, Problem Solving, Estimation
Counting, Basic addition, Missing Addends, Adding 1`
Geometry and spatial sense, Patterns and relationships
Doubles
Number sense
Measurement, Money, , Whole number computation,
Fractions, Decimals
Fractions
Basic addition, Measurement of length, Addend,
Equation, Fact families
Sorting, Graphing
Identifying geometric shapes, Identifying threedimensional shapes, Describing vertices, faces, and
edges
Money, Addition, Subtraction, Multiplication, Division
Measuring Time
Classification, Patterning, Venn diagrams
Spatial sense, Geometric shapes, Similar triangles, Area,
Problem solving
Estimation, Number sense
Proportional reasoning, Fractions, Length
Patterns and relationships
2
2
2
2
2
Number sense, Numeration
3
Addition, Mental computation
Additon
Multiplication
Division, Number sense, Geometry
Time, Calendars, Time lines, Graphing
Money, Number sense, Problem solving using tables and
lists
3
3
3
3
3
2
2
2
2
2
2
3
3
3
3
3
3
3
3
Page 36
OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
Quilt Story (The)
Tony Johnston and Tomie
DePaola
Sea Squares
Joy N. Hulme
Six Dinner Sid
Inga Moore
$1..00 Word Riddle Book (The)
A Reminder of One
Amazing Book of Mammal Records (The)
Among the Odds & Evens
Cut Down to Size at High Noon
How Much Is a Million?
One Tiny Turtle
Qwen and Mzee
Marilyn Burns
Elinor J. Pinczes
Samuel G. Woods
Priscilla Turner
Scott Sundby
David M. Schwartz
Nicola Davies
Jamie O’Rourke and the Big Potato
Tomie dePaola
Lost at the White House
Lisa Griest
Martha Blah Blah
Math Appeal
Spaghetti and Meatballs for All!
Anno’s Mysterious Multiplying Jar
Fly on the Ceiling (The)
Susan Meddaugh
Greg Tang
Marilyn Burns
Masaichiro Anno
Dr. Julie Glass
Math for Smarty Pants
Marilyn Burns
One Grain of Rice
Roman Numbers 1 to MM
Tiger Math: Learning to Graph from a Baby
Tiger
Tikki Tikki Tempo
Wilma Unlimited
Demi
Artur Geisert
Counting, Basic addition, Beginning multiplication,
Square numbers, Problem solving
Counting, Skip counting, addition, Multiplication, Problem
Solving
Addition
Number and Operations
Subtraction, Proportional Reasoning, Length, Weight
Properties of Numbers
Length, Proportional reasoning
Number and Operations
Whole number computation
Word Problems
Estimating and measuring with standard and nonstandard
units, Graphing, Estimation of quantity, weight and length
Estimation of quantity, Measurement of circumference
and weight, Problem solving
Frequency Distribution
Whole Number Computation, Number Sense
Area, Perimeter
Multiplication
Coordinate Graphing
Whole Number Computation, Algebraic Equivalence,
Logical Reasoning
Addition, Number sense, Exponential numbers
Number and Operations
Ann Whitehead Nagda
Statistics
5
Arlene Mosel
Kathleen Krull
Graphing, Averages
Computation, Graphing, Pounds and ounces
5
5
If You Hopped Like a Frog
David M. Schwartz
Length, Proportional reasoning
5
REV 062012
First Grade Math
Geometry and spatial sense, Patterns and relationships
3
3
3
4
4
4
4
4
4
4
4
4
4
4
4
4
5
5
5
5
5
Page 37