Decision One:
Curriculum Map
Topic: Operations and Algebraic Thinking
Key Learning(s):
Grade: 1
Optional
Instructional Tools:
Unit Essential Question(s):
Understand and apply the properties of
operations and the relationship
between addition and subtraction while
representing and solving problems
involving addition and subtraction
equations.
How do I represent and solve problems
involving addition and subtraction?
Two-Part Pattern Cards, Paper, Counters,
Dark colored paper, Paper Plates,
Opaque container, Color Tiles (2 colors),
Connecting Cubes (2 colors), Paper Bags,
Number cards- 0-20, cups, dark colored paper,
blank mini-ten frames, part-part-whole mat,
building blocks, number cubes, books,
Double Ten-Frame mat, paper clips
Concept:
Concept:
Concept:
Concept:
Understanding Addition
Understanding Subtraction
Five and Ten Relationships
1.OA.1, 1.OA.3, 1.OA.7, 1.OA.8
1.OA.1, 1.OA.4, 1.OA.6, 1.OA.7, 1.OA.8
1.OA.4, 1.OA.5, 1.OA.6, 1.OA.8
Addition and Subtraction Facts
to 12 1.OA.1, 1.OA.3, 1.OA.4, 1.OA.5, 1.OA.6,
1.OA.7, 1.OA.8
Lesson Essential Questions:
Lesson Essential Questions:
Lesson Essential Question
Lesson Essential Questions:
1. How can you use a pattern to find a
number of objects without counting?
2. How can you describe numbers by their
parts?
3. How can you break numbers into parts of
a whole?
4. How can you show the parts and the
whole as an addition number sentence?
5. How can you represent stories with
pictures and addition sentences?
6. How do you explain what happens when
you change the order of the addends?
1. How can you find a missing part of a
number when one part and the whole are
given?
2. How can you write a number sentence
to show subtraction?
3. How can you write a subtraction
sentence to represent a story about
taking away or comparing?
4. How do you explain how addition and
subtraction are related?
5. What are two ways you can write a
subtraction number sentence?
1. How can you represent numbers to 10 on
a ten-frame?
2. How can you recognize numbers on a
ten-frame?
3. How can you show the number 10 as
two parts?
4. How can you use a known part of 10 to
find a missing part?
1. What are helpful strategies you can use for
addition and subtraction facts?
2. How can you identify and complete doubles
facts?
3. How can you use a doubles fact to find the
answer to a near-doubles fact?
4. How can you use a ten-frame to help with
addition?
5. How can you use addition facts and doubles to
solve subtraction facts?
Vocabulary:
Vocabulary:
Vocabulary:
Vocabulary:
Imperative to use “exact” vocabulary
Imperative to use “exact” vocabulary
Imperative to use “exact” vocabulary
Imperative to use “exact” vocabulary
in all, inside, outside, part, whole, plus (+),
add, sum, addition sentence, equals (=), join,
order, addend
missing part, subtract, difference,
subtraction sentence, minus sign, equal
sign, take away, compare, same amount
Ten-frame
Strategies, doubles, near double, 2 less than, 1
less than, 0 less than,
Other Information:
Optional enVision Materials:
Two-Part Pattern Cards – Teaching Tool 8
Counters – Teaching Tool 14
Part-Part-Whole Mat – Teaching Tool 1
Number Cards 0-20 – Teaching Tool 9 & 10
*Always reference and use the Math Practice Standards which accompany each lesson.
**Refer to the Problem Solving map that identifies when to teach each problem solving strategy lesson with this topic.
*** By the end of first grade, students should know from memory all sums of 2 one digit numbers with sums to 10.
Blank Mini-Ten-Frames – Teaching Tool 4
Double Ten-Frame Mat – Teaching Tool 3
Concept:
Concept:
Addition Facts to 20
Subtraction Facts to 20
1.OA.1
1.OA.2
1.OA.3
1.OA.6
1.OA.7
1.OA.8
1.OA.1
1.OA.4
1.OA.6
1.OA.8
Lesson Essential Questions:
Lesson Essential Questions:
1. How can you identify and show a
doubles fact?
2. How can you use a doubles fact to find
the sum of a doubles-plus-1 fact or a
doubles-plus-2 fact?
3. How can you make a 10 to help you
add?
4. How can you add three numbers?
5. How can you solve an addition story
problem with three addends?
6. How do you add within 20 to solve
story problems?
7. How do you use strategies to become
faster when adding within 20?
1. How can you make a 10 to help you
subtract?
2. How can you make a 10 to help you
solve a subtraction story problem?
3. How can you explain and show related
facts?
4. How can you use related facts to
create a fact family?
5. How can you use addition to solve
subtraction?
6. How do you subtract within 20 to solve
story problems?
7. How do you use strategies to become
faster when subtracting within 20?
Vocabulary:
Vocabulary:
Imperative to use “exact” vocabulary
Imperative to use “exact” vocabulary
doubles-plus-1, doubles-plus-2, addends
Related facts, fact family
Concept:
Concept:
Lesson Essential Question
Lesson Essential Questions:
Vocabulary:
Vocabulary:
Decision One:
Curriculum Map
Topic: Measurement and Data
Key Learning(s):
Grade: 1
Unit Essential Question(s):
Measure lengths indirectly and by
repeating length units.
Tell and write time.
Represent and interpret data.
How can you measure and order objects
by length?
How can you tell and write time?
How can you organize data and use it to
answer questions?
Concept:
Concept:
Concept:
Length
Time
1.MD.1, 1.MD.2
1.MD.3
Using Data to Answer
Questions
Optional
Instructional Tools:
Connecting Cubes, markers & pencils,
classroom objects to measure, paper
strips, tape, geared demonstration clock,
Number Cards 0-20, Analog Clock Faces,
Blunt-tipped scissors, paper fasteners,
two-color counters, self-stick notes,
Concept:
1.MD.4
Lesson Essential Questions:
Lesson Essential Questions:
Lesson Essential Question
1. How do you measure by repeating
length units?
2. How can you compare and then order
concrete objects according to length?
3. How can you compare the lengths of
two objects when they are in different
places?
4. How can you estimate and measure
length with nonstandard units?
5. How can you use nonstandard units to
measure and compare the lengths and
heights of objects?
1. How can you show time using the
hands on a clock?
2. How can you write the time on a clock
in different ways?
3. How do you tell and write time to the
hour and half hour using analog and
digital clocks?
1. What questions can you ask and answer
by looking at a real-object graph?
2. What questions can you ask and answer
by looking at a picture graph?
3. What questions can you ask and answer
by looking at a bar graph?
4. How can you use tally marks to record
information?
5. How can you use connecting cubes to
make a real-graph?
6. How can you create a picture graph to
show information and to answer questions?
7. How can you use data to tell how many,
how many more or how many less?
8. How do you show data using a table or
chart?
Vocabulary:
Vocabulary:
Vocabulary:
Imperative to use “exact” vocabulary
Imperative to use “exact” vocabulary
Imperative to use “exact” vocabulary
longest, shortest, taller, shorter, estimate,
measure, nonstandard units
Hour hand, hour, minute hand, minute,
o’clock, half hour, analog, digital
Picture graph, bar graph, data, tally mark,
table, chart
Lesson Essential Questions:
Vocabulary:
Decision One:
Curriculum Map
Topic: Geometry
Key Learning(s):
Grade: 1
Unit Essential Question(s):
Reason with shapes and their
attributes.
How do you describe a shape using its
attributes?
How can you build, draw, and divide
shapes using specific attributes?
Concept:
Concept:
Plane Shapes & Solid
Figures
Fractions of Shapes
Optional
Instructional Tools:
Chart paper, Plane Shape Cards, Pattern
blocks, children’s drawings, Solid figures,
paper, two boxes, crayons, glue, index
cards, paper squares (4 per child),
Concept:
Concept:
Lesson Essential Question
Lesson Essential Questions:
1.G.3
1.G.1
1.G.2
Lesson Essential Questions:
Lesson Essential Questions:
1. What everyday plane shapes do you
see around you?
2. How can you sort plane shapes by
looking at their features?
3. How can you combine plane shapes to
make different pictures?
4. How can you build and draw shapes
with specific features?
5. How can you combine plane shapes to
make new plane shapes?
6. How can you describe solid figures
using the number of flat surfaces and
vertices (corners)?
7. How can you sort solid figures by their
attributes?
8. How can you combine solid figures to
make new solid figures?
1. How can you divide a shape into equal
parts?
2. How can you divide circles and
rectangles into two and four equal parts?
3. How can you describe equal parts of a
whole?
Vocabulary:
Vocabulary:
Imperative to use “exact” vocabulary
Imperative to use “exact” vocabulary
Plane shapes, hexagon, trapezoid, sort,
side, corner, solid figure, cube, rectangular
prism, sphere, cylinder, cone, flat surfaces,
vertex (vertices), pyramid, attribute
equal parts, halves, fourths, quarters,
half of, fourth or, quarter of, two of, four
of,
Vocabulary:
Vocabulary:
Decision One:
Curriculum Map
Topic: Problem Solving
Key Learning(s):
Grade: 1
Unit Essential Question(s):
Strong problem-solving and reasoning
abilities are essential in developing
conceptual understanding.
What strategies help us to solve
problems?
Optional
Instructional Tools:
Masking tape, Place-Value Mat, paper,
Counters, Blank Part-Part-Whole Model,
Connecting Cubes, crayons, outdoor or
other items, paper clips, sentence strips,
schedule, pattern blocks, building
materials (clay, pipe cleaners),
Concept:
Concept:
Concept:
Concept:
Use Objects/ Act It Out
Draw a Picture
1.OA.1, 1.OA6, 1.OA.7
1.G.3
Make a Table and Use
the Data/Make a Graph
Draw a Picture and Write a
Number Sentence
1.OA.1, 1.OA.6, 1.NBT.4, 1.NBT.6
1.OA.6, 1.MD.3, 1.MD.4
Lesson Essential Question:
1-8; How can you use real objects and
physical actions to solve math problems?
2-11; How can you use objects to help you
solve problems?
Vocabulary
Lesson Essential Question:
Lesson Essential Question:
Lesson Essential Question:
16-4; How can you solve problems
related to parts of a whole by drawing a
picture?
3-5, 13-4; How can you make a table to
organize information to solve a problem?
14-7; How can you use information in a tally
chart to make a bar graph and answer
questions?
4-10, 6-7; How can drawing a picture help you
solve problems and check if your answer makes
sense?
10-6, 11-6; How can you solve a problem by
drawing a picture and writing a number
sentence?
Vocabulary
Imperative to use “exact” vocabulary
whole, parts of a whole
schedule
Other Information:
Optional enVision Materials:
Counters - Teaching Tool 14
Blank Part-Part-Whole Model – Teaching Tool 2
Vocabulary
Imperative to use “exact” vocabulary
Place-Value Mat – Teaching Tool 7
Pattern Blocks – Teaching Tool 16
Always reference and use the Math Practice Standards which accompany each lesson.
Vocabulary
Decision One:
Curriculum Map
Topic: Problem Solving
Key Learning(s):
Grade: 1
Unit Essential Question(s):
Strong problem-solving and reasoning
abilities are essential in developing
conceptual understanding.
Optional
Instructional Tools:
What strategies help us to solve
problems?
Concept:
Concept:
Concept:
Concept:
Two-Question
Problems 1.OA.1
Look For a Pattern
Make an Organized List
Use Reasoning
1.NBT.1
1.NBT.2, 1.NBT.2.a, 1.NBT.2.c, 1.G.2
1.MD.2, 1.G.1
Lesson Essential Question:
Lesson Essential Question:
Lesson Essential Question:
Lesson Essential Question:
5.4; How can you use the answer to one
problem to solve another problem?
7-6; How can you solve a problem by
finding and using a number pattern?
8-6; How can you use an organized list to
solve a problem?
9-5, 15-2; How can you solve a problem by
listing all the possible ways to do
something?
12-5; How can you explain how the length of the
unit of measure affects the number of units
needed to measure an object?
15-10; How can you identify which attributes are
always true about certain shapes and which are
not always true?
Vocabulary
Vocabulary
Vocabulary
Vocabulary
Imperative to use “exact” vocabulary
attributes
Decision One:
Curriculum Map
Topic: Numbers and Operations in Base Ten
Key Learning(s):
Grade: 1
Optional
Instructional Tools:
Unit Essential Question(s):
Extending the counting sequence and
understanding place value and the
properties of operations can help you
to add and subtract.
How can you extend a counting sequence?
How can you explain the place value of twodigit numbers?
How can understanding place value and the
properties of addition and subtraction help
you to solve problems?
Counters, Number cards0-20, Mini TenFrames, scissors, Hundred Chart, Blank
Hundred Chart, connecting cubes, paper
bags, index cards, place value mat,
number cubes, teacher-made number
cards, small pieces of paper, place-value
blocks
Concept:
Concept:
Concept:
Concept:
Counting and Number
Patterns to 120
Tens and Ones
Comparing and Ordering
Numbers to 100
Adding With Tens and Ones
1.NBT.2, 1.NBT.2a, 1.NBT.2c
1.NBT.1
1.NBT.2.b, 1.NBT.2.c
Lesson Essential Questions:
1. How can you show two-digit numbers as
groups of tens and ones?
2. How can you find numbers that are
more or fewer than a given number?
3. How can you use groups of 10 to count?
4. How can you identify patterns when you
count from 1 to 120?
5. How can you use skip counting to find
the total number of objects?
6. How do you read and write numbers to
120?
Vocabulary:
1.NBT.1
1.NBT.2,
1.NBT.3
1.NBT.4,
1.NBT.5
1.NBT.4,
1.NBT.5
Lesson Essential Questions:
Lesson Essential Question
Lesson Essential Questions:
1. How can you break a number into
groups of tens and ones?
2. How can you use tens to make up
each of the numbers from 10 to 90?
3. How do you write the total number
when objects are grouped in sets of
tens and ones?
4. How do you add the values of the
digits to give you the total value of the
number?
5. How can you use tens and ones
models to show a number in different
ways?
1. How can you change a number by
adding or subtracting 1 to the ones place
or tens place?
2. How can you use a hundred chart to
show the relationships of 1 more than, 1
less than, 10 more than, and 10 less
than?
3. How can you identify the greater number
of any 2 two-digit numbers and write the
two numbers using the symbols <, =, >?
4. How do you order groups of numbers to
100?
1. How can you explain how adding groups of 10
is like adding numbers less than 10?
2. How do you add tens to a two-digit number?
3. How do you know when to regroup when
adding two-digit numbers?
4. How do you mentally find 10 more or 10 less
than a given number without having to count?
5. How do you add a two-digit number and a onedigit number with sums to 100?
Vocabulary:
Vocabulary:
Vocabulary:
Imperative to use “exact” vocabulary
Imperative to use “exact” vocabulary
Imperative to use “exact” vocabulary
Imperative to use “exact” vocabulary
digit, row, column, skip count
tens, ones, digit, break apart a ten, total,
total value, tens and ones models
1 more, 1 less, 10 more, 10 less, equal to
(=), less than, greater than,
regroup
Decision One:
Curriculum Map
Concept:
Topic: Number and Operations in Base Ten
Grade: 1
Concept:
Concept:
Concept:
Lesson Essential Questions:
Lesson Essential Question
Lesson Essential Questions:
Subtracting With Tens and
Ones
1.NBT.5
1.NBT.6
Lesson Essential Questions:
1. How can you explain how subtracting
groups of 10 from a two-digit number is
like subtracting 1 from a one-digit
number?
2. How can you use a hundred chart to
subtract tens from two-digit numbers?
3. How do you know when to regroup
when you subtract from a two-digit
number?
4. How do you subtract groups of ten
(10-90) from another group of tens
(10-90)?
Vocabulary:
Imperative to use “exact” vocabulary
regroup
Vocabulary:
Vocabulary:
Vocabulary:
Decision One:
Curriculum Map
Topic:
Key Learning(s):
Stepping Up to Grade 2
Unit Essential Question(s):
There are many skills that you can
build upon to get ready for 2nd grade!
What skills are necessary to get ready for
2nd grade?
Concept:
Concept:
Concept:
Adding and Subtracting
Place Value
Length
2.NBT.5,
2.NBT.1.a, 2.NBT.1.b
2.NBT.3
2.NBT.4,
2.MD.1
2.MD.3
Lesson Essential Questions:
Lesson Essential Questions:
Lesson Essential Question
1. How can you use strategies to fluently
add and subtract within 100?
2. How can you use addition to check
subtraction within 100?
1. How do you make a thousand using
hundreds?
2. How can you use place-value models
to show and write a number as
hundreds, tens and ones?
3. How can you read and write three-digit
numbers in different ways?
4. How can you compare three-digit
numbers using the symbols <, >, =.
1. How do you measure the length of
objects to the nearest inch?
2. How do you measure the length of
objects to the nearest centimeter?
3. How do you estimate and measure the
length of objects in inches, feet, and yards?
Vocabulary:
Imperative to Use ‘exact’ vocabulary
Vocabulary:
Vocabulary:
Imperative to Use ‘exact’ vocabulary
Imperative to Use ‘exact’ vocabulary
Compare, expanded form, standard
form, hundreds, thousands, greater than
(>), less than (<)
length, width, height, inches (in.), nearest
inch, centimeter (cm.), nearest centimeter,
unit, foot (ft.), yard (yd.), feet (ft.), estimate
Grade: 1
Optional
Instructional Tools:
Hundred flats, ten rods,
Concept:
Lesson Essential Questions:
Vocabulary: