Cluster/ Standards (MAFS)
Unit
Suggested
Pacing
Domain
The School District of Palm Beach County
1st Grade Mathematics
Scope 2016-2017
1st Trimester
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;
decomposing a number leading to a ten;
using the relationship between addition
and subtraction; and creating equivalent
but easier or known sums.
8 Days: August 18 – August 29
OA.2.3
Apply properties of operations as
strategies to add and subtract.
Unit 1: Addition Concepts
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.
Understand and apply properties of operations and the
relationship between addition and subtraction.
OA.3.6
Operations and Algebraic Thinking (OA)
Represent and solve problems involving addition and
subtraction.
Student Targets
Lessons
The student will:
Model Adding To
•
Model Putting Together
Use concrete objects to
solve “adding to” addition
problems.
•
Use concrete objects to
solve “putting together”
addition problems.
•
Solve adding to and putting
together situations using the
strategy make a model.
•
•
Model Addition
Add in Any Order
Addition to 10
Explore the commutative
property of addition.
Vocabulary
add
addends
addition sentence
is equal to (=)
order
plus (+)
sum
zero
Build fluency for addition
within 10.
iReady Diagnostic 1 Testing Window: August 22 – September 9
Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education
July 2016
Cluster/ Standards (MAFS)
Unit
Suggested
Pacing
Domain
The School District of Palm Beach County
1st Grade Mathematics
Scope 2016-2017
1st Trimester
The student will:
Work with addition and subtraction equations.
11 Days: September 2 - September 20
Add and subtract within 20,
demonstrating fluency for addition and
subtraction within 10. Use strategies
such as counting on; making ten;
decomposing a number leading to a ten;
using the relationship between addition
and subtraction; and creating equivalent
but easier or known sums.
Unit 2: Subtraction Concepts
OA.1.1
OA.3.6
Add and subtract within 20.
OA.4.8
Operations and Algebraic Thinking (OA)
Represent and solve problems involving addition and
subtraction.
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.
Student Targets
•
Use concrete objects to solve
“taking from” subtraction problems.
•
Use concrete objects to solve
“taking apart” subtraction problems.
•
Solve taking from and taking apart
subtraction problems using the
strategy make a model.
•
•
Find the missing number in a
number sentence.
Model and compare pictorial
groups to show the meaning of
subtraction.
•
Identify how many are left when
subtracting all or 0.
•
Build fluency for subtraction within
10.
Lessons
Vocabulary
Model Taking From
compare
Model Taking Apart
difference
Model Subtraction
fewer
Supplemental – Finding the
Unknown
Use Pictures and Subtraction to
Compare/Subtract to Compare
Subtract All or Zero
minus
more
subtract
subtraction
sentence
Subtraction from 10 or Less
Determine the unknown whole number in
an addition or subtraction equation
relating three whole numbers.
Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education
July 2016
Cluster/ Standards (MAFS)
Unit
Suggested
Pacing
Domain
The School District of Palm Beach County
1st Grade Mathematics
Scope 2016-2017
1st Trimester
The student will:
•
Count by ones to extend a counting
sequence up to 120.
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.
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 zero
ones).
Decompose two-digit numbers in multiple
ways (e.g., 64 can be decomposed into 6
tens and 4 ones or into 5 tens and 14
ones).
20 days: September 21 – October 24
NBT.2.2b
The numbers from 11 to 19 are
composed of a ten and one, two, three,
four, five, six, seven, eight, or nine ones.
Unit 3: Count and Model Numbers
NBT.2.2
NBT.2.2a
10 can be thought of as a bundle of ten
ones — called a “ten.”
NBT.2.2c
Understand place value.
NBT.2.2d
Number and Operations in Base Ten (NBT)
NBT.1.1
Extend the counting sequence.
Understand that the two digits of a twodigit number represent amounts of tens
and ones. Understand the following as
special cases:
Student Targets
•
Read and write numerals up to
100.
•
Read and write numerals up to
120.
•
Count by tens from any number to
extend a counting sequence up to
120.
Lessons
Count by Ones to 120
Read, Write, and Match Numbers
from 20 – 100
Read, Write, and Match Numbers
from 100 – 120
•
Use objects, pictures, and numbers
to represent a ten and some ones.
Tens
•
Use objects, pictures, and numbers
to represent tens.
•
Group objects to show numbers to
50 as tens and ones.
Show Numbers in Different Ways
•
Group objects to show numbers to
100 as tens and ones.
Model, Read, and Write Numbers
from 100 to 110
•
Solve problems using the strategy
make a model.
Read and write numerals to
represent a number of 110 to 120
objects.
tens
Understand Tens and Ones
Make Tens and Ones
•
hundred
Count by Tens to 120
Use models and write to represent
equivalent forms of ten and ones.
Read and write numerals to
represent a number of 100 to 110
objects.
digit
ones
•
•
Vocabulary
Tens and Ones to 50
Tens and Ones to 100
Model, Read, and Write Numbers
from 110 to 120
Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education
July 2016
Cluster/ Standards (MAFS)
Unit
Suggested
Pacing
Domain
The School District of Palm Beach County
1st Grade Mathematics
Scope 2016-2017
1st Trimester
b. Understand the importance of the zero point
and end point and that the length measure is
the span between two points.
c. Recognize that the units marked on a ruler
have equal length intervals and fit together with
no gaps or overlaps. These equal interval
distances can be counted to determine the
overall length of an object.
9 Days: October 25 – November 7
a. Recognize that the ruler is a tool that can be
used to measure the attribute of length.
Unit 4: Length
MD.1.1
Order three objects by length; compare the
lengths of two objects indirectly by using a third
object.
Understand how to use a ruler to measure
length to the nearest inch.
MD.1.a
Measurement and Data (MD)
Measure lengths indirectly and by iterating length units.
Student Targets
Lessons
Vocabular
y
The student will:
Order Length
•
Order objects by length.
Indirect Measurement
•
Use the transitivity principle to measure
indirectly.
Using Indirect Measurement
ruler
•
Practice indirect measurements.
Use Inch Models to Measure
shortest
•
Use concrete models to measure the
lengths of objects in inches.
Make a Ruler with no Gaps
•
Make an inch ruler and use it to measure
the lengths of objects.
Use a Ruler / Practice with a
•
Measure the lengths of objects to the
nearest inch using an inch ruler. Measure
the lengths of objects to the nearest inch
using an inch ruler.
inch
longest
Ruler
End of Trimester: November 8, 2016
Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education
July 2016
Suggested
Pacing
Cluster/ Standards (MAFS)
Unit
Domain
The School District of Palm Beach County
1st Grade Mathematics
Scope 2016-2017
2nd Trimester
Understand subtraction as an unknown-addend
problem. For example, subtract 10 – 8 by
finding the number that makes 10 when added
to 8.
OA.3.5
Add and subtract within 20.
Relate counting to addition and subtraction.
Add and subtract within 20, demonstrating
fluency for addition and subtraction within 10.
Use strategies such as counting on; making
ten; decomposing a number leading to a ten;
using the relationship between addition and
subtraction; and creating equivalent but easier
or known sums.
18 days: November 9 – December 9
OA.2.3
Apply properties of operations as strategies to
add and subtract.
•
Unit 5: Addition and Subtraction Strategies
OA.1.2
Solve word problems that call for addition of
three whole numbers whose sum is less than or
equal to 20.
Understand and apply properties of operations and
the relationship between addition and subtraction.
OA.2.4
The student will:
•
Understand and apply the commutative property of
addition for sums within 20.
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.
OA.3.6
Operations and Algebraic Thinking (OA)
OA.1.1
Represent and solve problems involving addition and
subtraction.
Student Targets
Lessons
Add in Any Order
Count On
Use count on 1, 2, or 3, as a strategy to find sums
within 20.
Count Back
•
Use count back 1, 2, or 3 as a strategy to subtract.
Add Doubles / Use Doubles to
•
Use doubles as a strategy to solve addition facts with
sums within 20. Use doubles to create equivalent but
easier sums. Use doubles plus 1 and doubles minus
1 as strategies to find sums within 20.
Add / Doubles Plus 1 and
Doubles Minus 1
•
Use the strategies count on, doubles, doubles plus 1,
and doubles minus 1 to practice addition facts within
20.
•
Recall addition facts to subtract numbers within 20.
•
Use addition as a strategy to subtract numbers within
20.
•
Use a ten fame to add 10 and an added less than 10.
•
Use make a ten as a strategy to find sums within 20.
Add 10 and More
•
Use numbers to show how to use the make a ten
strategy to add.
Make a 10 to Add
•
Use make a 10 as a strategy to subtract.
•
Use Make a 10 to Add
Subtract by breaking apart to make a ten.
•
Solve subtraction problem situations using the
strategy act it out.
•
Use the associative property of addition to add three
addends.
•
Understand and apply the associative property or
commutative property of addition to add three
addends.
•
Solve adding to and putting together situations using
the strategy draw a picture.
Practice the Strategies
Vocabulary
count back
count on
digit
doubles
doubles
minus one
doubles plus
one
Think Addition to Subtract
make a ten
Use Think Addition to
Subtract
Use 10 to Subtract
Break Apart to Subtract
Use Subtraction Strategies
Add 3 Numbers
Use Addition Strategies
Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education
July 2016
Suggested
Pacing
Cluster/ Standards (MAFS)
Unit
Domain
The School District of Palm Beach County
1st Grade Mathematics
Scope 2016-2017
2nd Trimester
The student will:
OA.4.7
Work with addition and subtraction equations.
Understand the meaning of the equal sign, and
determine if equations involving addition and
subtraction are true or false.
Determine the unknown whole number in an
addition or subtraction equation relating three
whole numbers.
15 days: December 12 – January 17
Add and subtract within 20, demonstrating
fluency for addition and subtraction within 10.
Use strategies such as counting on; making ten;
decomposing a number leading to a ten; using
the relationship between addition and
subtraction; and creating equivalent but easier
or known sums.
Unit 6: Addition and Subtraction Relationships
OA.1.1
OA.3.6
Add and subtract within 20.
OA.4.8
Operations and Algebraic Thinking (OA)
Represent and solve problems involving addition and
subtraction.
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.
Student Targets
Lessons
Add or Subtract
Vocabulary
count back
•
Solve addition and subtraction problems
using the strategy make a model.
Record Related Facts
equal
•
Record related facts within 20.
Identify Related Facts
false
•
Identify related addition and subtraction
facts within 20.
•
Apply the inverse relationship of addition
and subtraction.
Missing Numbers
•
Use related facts to determine unknown
numbers.
Use Related Facts
•
Use a related fact to subtract.
Choose an Operation
•
Choose an operation and strategy to solve
and addition or subtraction word problem.
Ways to Make Numbers to 20
•
Represent equivalent forms of numbers
using sums and differences within 20.
Equal and Not Equal
•
Determine if an equation is true or false.
Basic Facts to 20
•
Add and subtract facts within 20 and
demonstrate fluency for addition and
subtraction within 10.
Use Addition to Check
Subtraction
related
facts
true
iReady Diagnostic 2 Testing Window: January 10 – January 27
Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education
July 2016
Suggested
Pacing
Unit
Cluster/ Standards (MAFS)
Use place value understanding and properties of
operations to add and subtract.
Given a two-digit number, mentally find 10
more or 10 less than the number, without
having to count; explain the reasoning
used
9 Days: January 20 – February 2
Compare two two-digit numbers based on
meanings of the tens and ones digits,
Recording the results of comparisons with
the symbols >, =, and <.
Unit 7: Compare Numbers
NBT.2.3
Understand place value.
NBT.3.5
Number and Operations in Base Ten
(NBT)
Domain
The School District of Palm Beach County
1st Grade Mathematics
Scope 2016-2017
2nd Trimester
Student Targets
Lessons
The student will:
Greater Than/Less Than
•
Use Symbols to Compare
Model and compare two-digit
numbers to determine which is
greater or less.
•
Compare numbers based on place
value.
•
Use symbols for is less than “<”, is
greater than “>”, and is equal to “=” to
compare numbers.
•
Solve problems using the strategy
make a model.
•
Identify numbers that are 10 less or
10 more than a given number.
•
Understand true and false.
Vocabulary
false
> is greater
than
Compare Numbers
10 Less, 10 More
True or False
< is less
than
true
Unit 8 starts on February 3 but will be assessed in Trimester 3
End of Trimester: February 20, 2016
Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education
July 2016
Suggested
Pacing
Unit
Subtract multiples of ten in the range of 10-90 in
multiples of 10 in the range of 10-90 (positive or
zero differences), using concrete models or
drawings and strategies based on place value,
properties of operations, and/or the relationship
between addition and subtraction; relate the
strategy to a written method and explain the
reasoning used.
17 Days: February 3 – March 1
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.
Unit 8: Two-Digit Addition and Subtraction
OA.3.6
NBT.3.4
Use place value understanding and properties of
operations to add and subtract.
Lessons
Vocabulary
The student will:
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).
Student Targets
•
Draw a model to add tens and
subtract tens.
•
Use hundred chart to find sums.
•
Use concrete models to add ones or
tens to a two-digit number.
Add Tens/Subtract Tens
Use a Hundred Chart to Add
Use Models to Add
Make Ten to Add
•
Make a ten to add a two-digit number
and a one-digit number.
Use Place Value to Add
•
Use tens, and ones to add two-digit
numbers.
Addition Word Problems
•
Solve and explain two-digit addition
word problems using the strategy
draw a picture.
•
Add and subtract within 100,
including continued practice with facts
within 20.
Practice Addition and Subtraction
Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education
No new vocabulary words
Cluster/ Standards (MAFS)
NBT.3.6
Number and Operations in Base Ten (NBT)
Operations and Algebraic
Thinking (OA)
Domain
The School District of Palm Beach County
1st Grade Mathematics
Scope 2016-2017
3rd Trimester
July 2016
Cluster/ Standards (MAFS)
Unit
Suggested
Pacing
Domain
The School District of Palm Beach County
1st Grade Mathematics
Scope 2016-2017
3rd Trimester
Student Targets
The student will:
Relate the value of pennies, dimes, and
quarters to the dollar (e.g., There are 100
pennies or ten dimes or four quarters in one
dollar.)
10 Days: March 2 – March 15
Compute the value of combinations of coins
(pennies and/or dimes).
•
Unit 9: Exploring Money Concepts
MD.2.a
MD.2.a(a)
Identify the value of coins (pennies, nickels,
dimes, and quarters).
MD.2.a(b)
Identify and combine values of money in cents
up to one dollar working with a single unit of
currency. ** (Students are not expected to
understand the decimal notation for
combinations of dollars and cents.)
MD.2.a(c)
Measurement and Data (MD)
Tell and Write Time.
Identify coins using attributes.
•
Identify coins using values.
•
Count a group of pennies and
dimes.
Lessons
Investigate Pennies, Nickels,
Dimes and Quarters
Vocabulary
coin
dime
Pennies, Nickels, Dimes and
Quarters
dollar
Count Collections
nickel
•
Compare groups of pennies and
dimes.
Compare Values
penny
•
Determine how many pennies,
dimes, or quarters in a dollar.
Problem Solving – One Dollar
quarter
Spring Break: March 20 – 24, 2016
Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education
July 2016
Tell and write time in hours and half-hours
using analog and digital clocks.
Suggested
Pacing
8 Days: March 27 – April 5
MD.2.3
Measurement and Data (MD)
Tell and write time.
Unit
Cluster/ Standards (MAFS)
Unit 10: Telling and Writing Time
Domain
The School District of Palm Beach County
1st Grade Mathematics
Scope 2016-2017
3rd Trimester
Student Targets
Lessons
The student will:
Time to the Hour
•
Write times to the hour shown on analog
clocks.
Time to the Half Hour
•
Write times to the half hour shown on
analog clocks.
Tell Time to the Hour and Half
•
Tell times to the hour and half hour using
analog and digital clocks.
•
Use the hour hand to draw and write times
on analog and digital clocks.
Hour
Practice Time to the Hour and
Half Hour
Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education
Vocabulary
half
half hour
hour
hour hand
minutes
minute
hand
July 2016
Suggested
Pacing
Cluster/ Standards (MAFS)
Unit
Domain
The School District of Palm Beach County
1st Grade Mathematics
Scope 2016-2017
3rd Trimester
10 Days: April 6 - April 20
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.
Unit 11: Represent Data
MD.3.4
Measurement and Data (MD)
Represent and interpret data.
Student Targets
Lessons
Vocabulary
The student will:
Read Picture Graphs
bar graph
•
Analyze and compare data shown in a
picture graph where each symbol
represents one.
Make Picture Graphs
graph
Read Bar Graphs
picture
•
Make a picture graph where each symbol
represents one and interpret the
information.
Make Bar Graphs
tally chart
•
Read Tally Charts
tally mark
Analyze and compare data shown in a bar
graph.
•
Make a bar graph and interpret the
information.
•
Analyze and compare data shown in a
tally chart.
•
Make a tally chart and interpret the
information.
•
Solve problem situations using the
strategy make a graph.
Make Tally Charts
Represent Data
Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education
July 2016
Suggested
Pacing
Cluster/ Standards (MAFS)
Unit
Domain
The School District of Palm Beach County
1st Grade Mathematics
Scope 2016-2017
3rd Trimester
Student Targets
The student will:
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.
16 Days: April 24 – May 15
G.1.2
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.
Unit 12: Two and Three -Dimensional Geometry
G.1.1
Distinguish between defining
attributes versus non-defining
attributes; build and draw shapes to
possess defining attributes.
G.1.3
Geometry (G)
Reason with shapes and their attributes.
Lessons
Sort 2- Dimensional Shapes
•
Use defining attributes to soft shapes.
•
Describe attributes of two-dimensional shapes.
•
Use objects to compose new two-dimensional
shapes.
•
Compose a new shape by combining twodimensional shapes. Make new shapes from
composite two-dimensional shapes using the
strategy act it out.
Find Shapes in Shapes / Take Apart 2-
•
Decompose combined shapes into shapes.
Decompose two-dimensional shapes into parts.
Dimensional Shapes
•
Identify and describe three-dimensional shapes
according to defining attributes.
3-Dimensional Shapes
•
Compose a new shape by combining threedimensional shapes.
Combine 3- Dimensional Shapes
•
Use composite three-dimensional shapes to
build new shapes. Identify three-dimensional
shapes used to build a composite shape using
the strategy act it out.
•
Identify two-dimensional shapes on threedimensional shapes.
Describe 2-Dimensional Shapes
Combine 2-Dimensional Shapes
Combine More Shapes / Make New
Two-Dimensional Shapes
Make New 3-Dimensional Shapes /
Take Apart 3-Dimensional Shapes
Two Dimensional Shapes on 3Dimensional Shapes
Equal or Unequal Parts
•
Identify equal and unequal parts (or shares) in
two-dimensional shapes.
Halves
•
Partition circles and rectangles into two equal
shares.
Fourths
•
Partition circles and rectangles into four equal
shares.
Vocabulary
circles
cone
cube
curved
surface
cylinder
equal parts
equal shares
flat surface
fourth of
fourths
half of
halves
hexagon
quarter of
quarters
rectangles
rectangular
prism
sides
sphere
square
trapezoid
triangle
unequal
parts
unequal
shares
vertices
iReady Diagnostic 3 Testing Window: May 8 – May 26
Finalizing Mastery of 1st Grade MAFS: May 16 – June 2, 2016
Last Day of School: June 2, 2016
Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education
July 2016
Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education
July 2016