1st Grade Mathematics Curriculum Map
Course Number: 5012030
The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of
the students, the expectation is that every student enrolled in the course will learn the standards in each module.
Module 1
Operations of Algebraic Thinking
(Approximately 55 days)
Highlighted Math
Practice
MAFS.K.12.MP.4.1:
Model with
mathematics. Click here
for video examples from
Inside Mathematics
MAFS.K.12.MP.7.1:
Look for and make use
of structure. Click here
for video examples from
Inside Mathematics
MAFS.K.12.MP.2.1:
Reason abstractly and
quantitatively. Click here
for video examples from
Inside Mathematics
MAFS.K.12.MP.5.1:
Use appropriate tools
strategically. Click here
for video examples from
Florida Math Standard
Students should be able to:
MAFS.1.OA.1.1:
Use addition and subtraction within 20
to solve word problems1 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 (1Students are not required
to independently read the word
problems.)

MAFS.1.OA.2.3:
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 be added
to make a ten, so 2 + 6 + 4 = 2 + 10 =
12. (Associative property of addition.)




MFAS Tasks
Suggested Instructional
Resources
Solve addition and subtraction word
problems using objects, drawings, and
equations including situations that involve
sums and differences, less than or equal to
20, using numbers 0-20
Use tools (manipulatives, number lines, 0120 chart, ten-frame, part-part whole) to
solve word problems.
 How Many M &M’s?
 Add to (Change Unknown)
Word Problems
 Add to (Result Unknown)
Word Problems
 Add to (Start Unknown)
Word Problems
 Birds on a Branch
 Compare (Bigger Unknown)
Word Problems
 Fish in a Pond
 How Many More Stickers?







Cross It Out
Word Problem Lesson
A Family of Facts
An Amazing Sunny Day Story
What Makes 10 - YouTube video
Adding Ten Workmat - FREEBIE
Go Math - Lessons 1.1, 1.2, 1.3,
1.4, 1.7, 2.1, 2.2, 2.3, 2.4, 2.6, 2.8,
4.6, 5.1, 5.7
Demonstrate and explain that adding zero to
any number does not change the number
(e.g. 11+0=11) identity property
Demonstrate and explain that when adding
three numbers in any order, the sum does
not change (e.g. 3+8+4=15; 8+3+4=15)
communitive property
Demonstrate and explain how to group 2 or
3 addends (when adding 3 numbers) to
create a friendly number making addition
easier Associative property
 Does is Work for
Subtraction?
 Justifying the Commutative
Property of Addition
 Lemons and Oranges
 Turtles in a Pond


Doubles Rap - YouTube
Doubles and Doubles +1 Foldable
Doubles, Doubles +1 - Game
Three’s a Charm
Adding Three Numbers
Go Math – Lessons 1.5, 1.6, 3.1,
3.10, 3.11




E.g. 6+9+4
10+9=19
2015-2016 1st Grade - Page 1
1st Grade Mathematics Curriculum Map
Course Number: 5012030
The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of
the students, the expectation is that every student enrolled in the course will learn the standards in each module.
Module 1
Highlighted Math
Practice
Florida Math Standard
MAFS.K.12.MP.6.1:
Attend to precision Click
here for video examples
from Inside Mathematics
MAFS.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.
MAFS.K.12.MP.8.1: Look
for and express regularity
in repeated reasoning.
Click here for video
examples from Inside
Mathematics
MAFS.K.12.MP.3.1:
Construct viable
arguments and critique
the reasonableness of
others. Click here for
video examples from
Students should be able to:



MAFS.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).
Operations of Algebraic Thinking








MFAS Tasks
Suggested Instructional
Resources
Explain that the equal sign means “is the same as” or
“balances”
HINT: Many students confuse the equal sign with “the
answer is”. It should be taught that the equal sign
means there are equal quantities on both sides of the
equal sign. The operation can be on either side, the
answer can be on either sign, or there can be
operations on both sides.
E.g.;
5 is the same as 2 and 3 (5=2+3)
4 and 6 are the same as 10 (4+6=10)
2 and 4 balances 3 and 3 (2+4=3+3)
7 balances 7 (7=7)
Compare the quantities of both sides of an equation
and determine whether the equation is true or false (
e.g.; 5=6-1 is true, 6+3=8+1 is true, 4+4=5+2 is false)
 Equal or Not Equal
 Equality
 Is the Equation True or
False?
 More True and False
Equations
 True or Not True





Show it Another Way
Make Mine Equal
True or False?
Equals are Easy
Go Math - Lesson 5.9
Write and identify combinations for sums to 20 (e.g.;
16=10+6, 8+8)
Add and subtract within 10 with fluency
Add and subtract within 20 by using the relationship
between addition and subtraction (e.g.; 9+6=15,
6+9=15, 15-6=9, 15-9=6)
Use mathematical tools such as 10 frames, part-part
whole, and number lines to model addition and
subtraction up to 20
Use strategies to create equivalent but easier known
sums. (E.g. 6+5 = 5+5=1[doubles, doubles +1])
Explain strategies used to identify unknown
equivalents for the sums up to 20.
Explain and respond to others’ strategies used to
identify known equivalents for sums up to 20
Use strategies to decompose a number leading to a 10
 More Than One Way to
Solve a Problem
 Use Strategies to Add
and Subtract
 Using Addition and
Subtraction Strategies
 Ways to Solve a
Problem




Make a Ten to Subtract
Let’s Learn Those Facts
Doubles rap - TeacherTube
Go Math - Lessons 1.8, 2.9,
3.3, 3.4, 3.5, 3.6, 3.7, 3.8,
3.9, 4.4, 4.5, 5.2, 5.3, 5.8,
5.10, 8.1, 8.3
2015-2016 1st Grade - Page 2
1st Grade Mathematics Curriculum Map
Course Number: 5012030
The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of
the students, the expectation is that every student enrolled in the course will learn the standards in each module.
Module 1
Highlighted Math
Practice
Florida Math Standard
MAFS.K.12.MP.6.1:
Attend to precision Click
here for video examples
from Inside Mathematics
MAFS.1.OA.4.8:
Determine the unknown whole number
in an addition or subtraction equation
relating to three whole numbers. For
example, determine the unknown
number that makes the equation true
in each of the equations 8 + ? = 11, 5
= [] – 3, 6 + 6 = [].

MAFS.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.

MAFS.K.12.MP.8.1: Look
for and express regularity
in repeated reasoning.
Click here for video
examples from Inside
Mathematics
MAFS.K.12.MP.3.1:
Construct viable
arguments and critique
the reasonableness of
others. Click here for
video examples from
Operations of Algebraic Thinking
Students should be able to:





MFAS Tasks
Determine the unknown value in an addition or
subtraction equation when 2 or 3 numbers in the
equation are given.
Solve addition and subtraction equaitons where the
unknown number is represented by a symbol, such
as a box or question mark. (e.g. 10 + ? =19,
? - 6=11)
 Solve basic word problems with unknown
numbers in different positions. (e.g. 9 + __
=18, ___ +9 =18, 9 + 9 =___)
 Model addition and subtraction word problems
using objects, drawings, and equations with a
symbol for the unknown number to represent
the problem.
 Find the Missing
Number
 Unknowns in Equations
 Unknowns in Word
Problems
 What is the Missing
Number?
Model addition word problems using objects and
drawings (e.g. ten frames, counters, number lines,
etc…)
Add 3 whole numbers whose sum is less than or
equal to 20,
Solve word problems that call for the addition of 3
whole numbers whose sum is less than or equal to
20. (e.g. 3 +4 +2 =9).
Solve addition word problems with 3 whole numbers
using objects, drawings, and equations.
Solve addition word problems involving 3 whole
numbers with an unknown number in different
positions. (e.g. 6 +1+ __ =11, ___ +1 +4 = 11, 6 + __
+4 = 11)
 Adding Three Whole
Numbers
 Bean Bag Toss
 Canned Food Drive
 Tickets to the School
Carnival
Suggested Instructional
Resources









Addition & Subtraction Facts
Game
Fact Family Anchor Chart
The Whole Part
Make Mine Equal
Go Math - Lessons 2.5, 2.7,
5.5, 5.6
Create a House Number
Three’s a Charm; 3-Number
Addition
Mission; Addition-Adding 3
Numbers
Go Math - Lesson 3.12
2015-2016 1st Grade - Page 3
1st Grade Mathematics Curriculum Map
Course Number: 5012030
The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of
the students, the expectation is that every student enrolled in the course will learn the standards in each module.
Module 1
Highlighted Math
Practice
MAFS.K.12.MP.4.1:
Model with mathematics.
Click here for video
examples from Inside
Mathematics
Florida Math Standard
MAFS.1.OA.3.5:
Relate counting to addition and
subtraction (e.g., by counting on 2 to
add 2).
MAFS.K.12.MP.2.1:
Reason abstractly and
quantitatively. Click here
for video examples from
Inside Mathematics
Students should be able to:


MAFS.K.12.MP.7.1: Look
for and make use of
structure. Click here for
video examples from
Inside Mathematics

MAFS.1.OA.2.4:
Understand subtraction as an unknownaddend problem. For example, subtract
10 – 8 by finding the number that
makes 10 when added to 8.
MAFS.K.12.MP.5.1: Use
appropriate tools
strategically.
Operations of Algebraic Thinking



MFAS Tasks
Suggested Instructional
Resources
Add by counting all, counting on, and recognizing
plus 1 means the next number and +2 means the
number that is 2 numbers after in the counting
sequence.
Subtract by counting back, counting up from, and
recognizing -1 means the number before, and -2
means the number that is 2 numbers before in the
counting sequence.
Identify, describe and use mathematical patterns of
adding or subtracting any number up to 20.
 Addition and
Subtraction Equations
 Beads on a Necklace
 Skyler’s Dog Biscuits
 Using Counting On
Strategies

Show and explain how a subtraction equation can be
rewritten as a related addition equation (e.g. 17-8=
___; student thinks, “eight and what makes 17; 8 +
__ =17”; student states, “I know that 8 +9 =17.”)
Demonstrate the relationship between addition and
subtraction using a variety of strategies and tools as
a foundation from missing addends.
Use strategies (e.g. doubles, doubles +1, doubles -1,
friendly numbers, known facts) to add and subtract
within 20.
 Two Students’
Strategies
 Using Addition to Solve
Subtraction
 Using Addition to Solve
Subtraction Problems
 Using Inverse
Operations






Ants, Hot Dogs and Fish…Oh
My
Count on by 1
Go Math - Lessons 3.2, 4.1
Let’s Find the Missing
Addend
Thinking Addition to Solve
Subtraction
Do It with Dominoes: Finding
Fact Families
Go Math - Lessons 4.2, 4.3
Module 1 Key Vocabulary
Add
Addend
Plus
Sum
Zero
Is equal to (=)
Order
Compare
Difference
Fewer
Minus
More
Subtract
Subtraction Sentence
Count on
Doubles
Doubles +1
Doubles -1
Make a 10
Count back
Related Facts
2015-2016 1st Grade - Page 4
1st Grade Mathematics Curriculum Map
Course Number: 5012030
The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of
the students, the expectation is that every student enrolled in the course will learn the standards in each module.
Module 2
Numbers in Base Ten
(Approximately 30 days)
Highlighted Math
Practice
Florida Math Standard
MAFS.K.12.MP.5.1:
Use appropriate tools
strategically. Click here
for video examples from
Inside Mathematics
MAFS.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.

MAFS.1.NBT.2.2:
Understand that the two digits of a twodigit number represent amounts of tens
and ones.
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).
d. 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).


MAFS.K.12.MP.7.1:
Look for and make use
of structure. Click here
for video examples from
Inside Mathematics
Students should be able to:









MFAS Tasks
Count to 120 (i.e.; starting at any number less
than 120)
Read numerals to 120.
Write numerals to 120.
Label a set of objects with a written numeral to
120.




Represent 10 as ten ones
Bundle objects in groups of ten and explain ten
ones can be called a “ten”.
Represent the numbers 11 to 19 as ten and
some ones.
Explain that the numbers 10, 20, 30, 40, 50, 60,
70, 80, and 90 are one, two, three, four, five, six,
seven, eight or nine tens and 0 ones. (e.g. 70 is
the same as 7 tens and 0 ones.)
Represent bundles of tens and some ones as
the numerals 11-99.
Model place value of ones and tens to 99 in
various ways using appropriate tools (e.g.,cubes,
ten frames, popsicle sticks, straws, paperclip
chains, base-ten blocks, etc…)
Use strategies to decompose numbers leading to
20, 30, 40, 50, 60, 70, 80 and 90. (e.g., 63 is 6
tens and 3 ones; or 4 tens and 23 ones)
Explain that a digit’s place in a two-digit numeral
determines its value (e.g. for the number 53, the
5 has a value of 50 and the 3 has a value of 3)
 Decompose Two-Digit
Numbers
 How Many Tens and
Ones Are There?
 How Many Tens and
Ones?
 Making Tens
Baskets of Apples
Counting to 120
How Many Fish?
Reading and Writing
Numerals
Suggested Instructional
Resources
 Cross It Out
 Over a Hundred Hungry Ants:
Counting to 120
 Lining Up... How can we use
counting to help us line up?
 Go Math - Lessons 6.1, 6.2, 6.9, 6.10
 Unpacking Tens!
http://www.cpalms.org/Public/Previe
wResource/Preview/44545
 Musical Place
Valuehttp://www.cpalms.org/Public/P
reviewResource/Preview/45926
 Go math Ch 6.3, 6.4, 6.5, 6.6, 6.7,
6.8
2015-2016 1st Grade - Page 5
1st Grade Mathematics Curriculum Map
Course Number: 5012030
The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of
the students, the expectation is that every student enrolled in the course will learn the standards in each module.
Module 2
Highlighted Math
Practice
Florida Math Standard
MAFS.K.12.MP.5.1:
Use appropriate tools
strategically. Click here
for video examples from
Inside Mathematics
MAFS.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 <.
MAFS.K.12.MP.7.1:
Look for and make use
of structure. Click here
for video examples from
Inside Mathematics
MAFS.K.12.MP.6.1:
Attend to precision.
Click here for video
examples from Inside
Mathematics
MAFS.K.12.MP.8.1:
Look for and express
regularity in repeated
reasoning. Click here for
video examples from
Inside Mathematics
Students should be able to:





MAFS.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.
Numbers in Base Ten




MFAS Tasks
Name missing numbers on a number line, 0-120
chart
Compare the numbers from 11-99 by
understanding the value of the tens and ones
digit.
Determine when a 2 digit number is greater than,
less than, or equal to another 2-digit number.
Record using the symbols (=, <, >) to compare
two 2-digit numbers.
Explain why a 2-digit number is greater than,
less than, or equal to another 2-digit number.

Count forward and backward by tens starting at
any number within 100 on a hundreds chart
(e.g., 3, 13, 23, 33…-or- 79, 69, 59…)
Identify the pattern that occurs with counting by
tens.
Explain mental math strategies used to find 10
more or 10 less than any two-digit number (e.g.
10 more than 35 is 45).
Explain why the tens digit increases or
decreases by one when 10 is added or
subtracted








Suggested Instructional
Resources
Greater, Less, or
Equal
Inequalities with Base
Ten Blocks
Laps Around the Track
Tens and Ones with
Base Ten Blocks
Using Symbols to
Compare Numbers




First Graders Present
on Tuesday
Keisha’s Shells
Pages in a Book
Subtract Ten
 Let’s Have Fun With Ten More and
Ten Less
 Mentally Adding and Subtracting
Tens
 Adding and Subtracting Ten
 Go Math - Lesson 7.5
Greedy Gator
Best Babysitter
Fishing For Tens and Ones
Go Math - Lessons 6.8, 7.1, 7.2, 7.3,
7.4
2015-2016 1st Grade - Page 6
1st Grade Mathematics Curriculum Map
Course Number: 5012030
The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of
the students, the expectation is that every student enrolled in the course will learn the standards in each module.
Module 2
Highlighted Math
Practice
MAFS.K.12.MP.6.1:
Attend to precision Click
here for video examples
from Inside Mathematics
MAFS.K.12.MP.8.1:
Look for and express
regularity in repeated
reasoning. Click here for
video examples from
Inside Mathematics
Florida Math Standard
MAFS.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.
Numbers in Base Ten
Students should be able to:
 Explain that the equal sign means “is the same as”
or “balances”
 HINT: Many students confuse the equal sign with
“the answer is”. It should be taught that the equal
sign means there are equal quantities on both
sides of the equal sign. The operation can be on
either side, the answer can be on either sign, or
there can be operations on both sides.
E.g.;
5 is the same as 2 and 3 (5=2+3)
4 and 6 are the same as 10 (4+6=10)
2 and 4 balances 3 and 3
(2+4=3+3)
7 balances 7 (7=7)
 Compare the quantities of both sides of an
equation and determine whether the equation is
true or false ( e.g.; 5=6-1 is true, 6+3=8+1 is true,
4+4=5+2 is false)
MFAS Tasks
 Equal or Not Equal
 Equality
 Is the Equation True or
False?
 More True or False
Equations
 True or Not True
Suggested Instructional
Resources





Show it Another Way
Make Mine Equal
True or False?
Equals are Easy
Go Math – Lesson 5.9
2015-2016 1st Grade - Page 7
1st Grade Mathematics Curriculum Map
Course Number: 5012030
The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of
the students, the expectation is that every student enrolled in the course will learn the standards in each module.
Module 2
Highlighted Math
Practice
MAFS.K.12.MP.6.1:
Attend to precision
Click here for video
examples from Inside
Mathematics
MAFS.K.12.MP.8.1:
Look for and express
regularity in repeated
reasoning.
Click here for video
examples from Inside
Mathematics
Numbers in Base Ten
Florida Math Standard
Students should be able to:
MFAS Tasks
MAFS.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).
 Write and identify combinations for sums to 20
(e.g.; 16=10+6, 8+8)
 Add and subtract within 10 with fluency
 Add and subtract within 20 by using the
relationship between addition and subtraction
(e.g.; 9+6=15, 6+9=15, 15-6=9, 15-9=6)
 Use mathematical tools such as 10 frames, partpart whole, and number lines to model addition
and subtraction up to 20
 Use strategies to create equivalent but easier
known sums. (E.g. 6+5 = 5+5=1[doubles, doubles
+1])
 Explain strategies used to identify unknown
equivalents for the sums up to 20.
 Explain and respond to others’ strategies used to
identify known equivalents for sums up to 20
 Use strategies to decompose a number leading to
a 10
 More Than One Way to
Solve a Problem
 Using Strategies to Add
and Subtract
 Using Addition and
Subtraction Strategies
 Ways to Solve a
Problem
Suggested Instructional
Resources











Creature Island
Duck Addition
Links Away: Finding the Balance
Make a Ten to Subtract
Show it Another Way
How Many More Fish?
Math Match – Concept Review
Game
Candy Math
Underwater Addition – Game
Underwater Subtraction - Game
Go Math - Lesson 8.9
2015-2016 1st Grade - Page 8
1st Grade Mathematics Curriculum Map
Course Number: 5012030
The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of
the students, the expectation is that every student enrolled in the course will learn the standards in each module.
Module 2
Highlighted Math
Practice
MAFS.K.12.MP.1.1:
Make sense of
problems and
persevere in solving
them. Click here for
video examples from
Inside Mathematics
MAFS.K.12.MP.3.1:
Construct viable
arguments and
critique the
reasonableness of
others. Click here for
video examples from
Inside Mathematics
Florida Math Standard
Numbers in Base Ten
Students should be able to:
MAFS.1.NBT.3.4:
Add within 100, including adding a twodigit 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.

MAFS.1.NBT.3.6:
Subtract multiples of 10 in the range 1090 from multiples of 10 in the range 1090 (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.






MFAS Tasks
Add a two-digit number and a multiple of ten, within
100, using appropriate tools (e.g., concrete models
and drawings) and strategies.
Add a two-digit number to a one-digit number, within
100, using appropriate tools (e.g. concrete models
and drawings) and strategies based on place value.
Use properties of operations and/or the relationship
between addition and subtraction to show adding a
two-digit number and a one-digit number and a twodigit number and a multiple of ten.
Explain and record the steps that were followed
when using concrete models and drawings.
Listen and respond to other student’s strategies.
 Adding Tens to
Numbers
 Adding Within 100
 Jumping Rope
 Muffins
Subtract a multiple of ten from multiples of ten (e.g.
40-20; 60-10; 90-50).
Explain the pattern of subtracting a multiple of ten
from multiples of ten (i.e., only the tens digit
changes) to aid in efficiency and fluency.




Suggested Instructional
Resources





Packages of Pencils
Pencils for School
Subtracting Forty
Subtracting Multiples
of Ten
 Subtracting Ten



Race to 100
Make A Ten To Make Adding
Easy
Ten Hut
Adding and Subtracting with
Justen (Just Ten) Frog
Go Math - Lessons 8.2, 8.4,
8.5, 8.7, 8.8, 8.9
Disappearing Tens
Ten-Hut Part 2
Go Math – Lesson 8.9
Module 2 Key Vocabulary
Digit
Hundred
Ones
Tens
is greater than >
is less than <
2015-2016 1st Grade - Page 9
1st Grade Mathematics Curriculum Map
Course Number: 5012030
The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of
the students, the expectation is that every student enrolled in the course will learn the standards in each module.
Module 3
Measurement and Data
(Approximately 36 days)
Highlighted Math
Practice
MAFS.K.12.MP.2.1:
Reason abstractly and
quantitatively. Click
here for video
examples from Inside
Mathematics
Florida Math Standard
Students should be able to:
MAFS.1.MD.2.a:
Identify and combine values of money in cents up to
one dollar working with a single unit of currency1.
a. Identify the value of coins (pennies, nickels, dimes,
quarters).
b. Compute the value of combinations of coins
(pennies and/or dimes).
c. 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.) (1Students are not
expected to understand the decimal notation for
combinations of dollars and cents.)

MAFS.1.MD.1.1:
Order three objects by length; compare the lengths
of two objects indirectly by using a third object.







MAFS.1.MD.1.a:
Understand how to use a ruler to measure length to the
nearest inch.
a. Recognize that the ruler is a tool that can be used
to measure the attribute of length.
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.





MFAS Tasks
Suggested Instructional
Resources
Identify and name the value of pennies, nickels,
dimes and quarters.
Count to find out how many pennies equal $1.
Skip count to find how many dimes equal &1.
Know how many quarters equal $1.
Calculate the value of a combination of pennies
and/or dimes up to $1. (e.g. If you have 2 dimes
and 3 pennies, how many cents do you have?)
 Determining the Values of
Coins
 How Much Money?
 Relating Coins to Dollar - 1
 Relating Coins to Dollar - 2




Recognize when an object is longer, shorter, or
taller than another object.
Order three objects by length (e.g. length of 3
shoes, length of 3 books).
Compare the length of two objects, indirectly, by
using a third object (e.g. find at least two objects
that are the same length as. Longer than, and
shorter than your hand.)
 Comparing Widths and
Heights of Books
 Line Lengths
 Longest to Shortest Cubes
 The Missing Pencil
 What’s the Length of the
Third Set?


Understand and recognize that the ruler is a tool
used to measure the attributes of length.
Discuss the importance of the zero and end
point.
Explain that length measure is the span between
two points.
Recognize and explain a ruler has equal length
intervals with no gaps or overlaps.
Use a ruler to measure to the nearest inch.
 Measuring Michael’s Toy
Car - 1
 Measuring Michael’s Toy
Car – 2
 What Do These Marks
Mean?







Mystery Coins
A Pot of Pennies
Counting Coins
How Many Ways can you
Make Combinations of
Pennies and Dimes?
Go Math (Teacher
Support for MAFS) – FL
Lessons 9.9A, 9.9B,
9.9C, 9.9D
Thrice Is Nice?
Fishy Lengths-Which fish
is right for my aquarium?
What is in the Size of a
Foot?
Go Math - Lessons 9.1,
9.2, 9.5
Inch By Inch
Measuring By Inches
Go Math (Teacher
Support for MAFS) – FL
Lessons 9.5A, 9.5B, 9.5C
(broken ruler)
2015-2016 1st Grade - Page 10
1st Grade Mathematics Curriculum Map
Course Number: 5012030
The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of
the students, the expectation is that every student enrolled in the course will learn the standards in each module.
MAFS.K.12.MP.8.1:
Look for and express
regularity in repeated
reasoning. Click here
for video examples
from Inside
Mathematics
MAFS.1.MD.2.3:
Tell and write time in hours and half-hours using
analog and digital clocks.








MAFS.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 more or less
are in one category than in another.



Identify a digital and an analog clock.
Tell how many minutes are in one whole hour
(i.e., 60 minutes)
Explain why 30 minutes is half an hour.
Identify hours and minutes on a digital and an
analog clock.
Use their understanding of halves and wholes
when telling time on an analog clock.
Tell and write time in hours and half-hours
using analog and digital clocks.
Determine the time on an analog clock (i.e. to
the hour or half-hour) and write the time as it
would appear on a digital clock.
Determine the time on a digital clock when the
minutes are displayed as :00 or :30 , and draw
hands on an analog clock to show the time.




After School
Digital Clocks
Match the Times
What Time is Lunch?




Do you have time?
What Time is It?
It’s About Time?
Go Math – Lessons 9.6,
9.7, 9.8, 9.9
Sort and represent up to three categories of
data. (Should use concrete objects such as
food, students. Post-It Notes, stuffed animals,
tally marks).
Answer questions about the total number of
data points and how many data points are in
each category.
Determine when a category has more or less
than another category.




Flavors of Ice Cream
Pocket Data
Sort it Out
What’s for Lunch?

Introduction to Bar
Graphs
Eye To Eye
Graphing Trash Material
Graphing With Tally O’
Malley
Go Math 10.1, 10.2,
10.3, 10.4, 10.5, 10.6,
10.7




Module 3 Key Vocabulary
Penny
Nickel
Dime
Quarter
Hour
Half-hour
Half past
Hour hand
Longest
Shortest
Minute
Minute hand
Bar graph
Pictograph
Tally Chart
Tally Mark
2015-2016 1st Grade - Page 11
1st Grade Mathematics Curriculum Map
Course Number: 5012030
The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of
the students, the expectation is that every student enrolled in the course will learn the standards in each module.
Module 4
Geometry
(Approximately 25 days)
Highlighted Math
Practice
Florida Math Standard
MAFS.K.12.MP.4.1:
Model with
mathematics. Click
here for video
examples from Inside
Mathematics
MAFS.1.G.1.1
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.
MAFS.K.12.MP.7.1:
Look for and make use
of structure. Click here
for video examples
from Inside
Mathematics
MAFS.K.12.MP.1.1:
Make sense of
problems and
persevere in solving
them. Click here for
video examples from
Inside Mathematics
Students should be able to:





MAFS.1.G.1.2
Compose two-dimensional
shapes (rectangles, squares,
trapezoids, triangles, halfcircles, 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.






MFAS Tasks
Describe attributes of two-dimensional shapes (e.g.
color, texture, size, number of sides/vertices)
Explain that defining attributes are features that are
always true for classifying and identifying shapes (e.g.
closed, number of sides and vertices)
Explain that non-defining attributes are features that
may be present but are not always true for every shape
(e.g. color, size, texture and orientation).
Sort, compare and identify shapes based on their
attributes.
Construct and draw a shape when given specific
defining attributes (e.g. model a closed figure with 4
sides and 4 vertices.)




Review two-dimensional (i.e. rectangles, squares,
trapezoids, triangles, half-circles and quarter circles)
and three-dimensional (i.e. cubes, right rectangular
prisms, right circular cones, and right circular cylinders)
shapes.
Combine two-dimensional shapes to create (model) a
composite shape (e.g., two triangles to make a square).
Compose a new shape by adding a two-dimensional
shape to the composite shape (e.g. a square and a
trapezoid to make a hexagon).
Combine three-dimensional solids to create (model a
composite solid).
Compose a new solid be adding a three dimensional
solid to the composite solid.
Choose the shapes needed to model a given composite
figure.
 Building with ThreeDimensional Shapes
 Compose Shapes with
Triangles
 Compose Shapes with
Triangles and Trapezoids
 Composing a Trapezoid
 Fill in the Missing Part
Attributes of a Hexagon
Draw Triangles
Is it Still a Rectangle
Turning a Square
Suggested Instructional
Resources




Three-Dimensional Play Dough
Being Shapely
Math Monster
Go Math - Lessons 12.1, 12.2
 Fun With Shapes
 Build A New Shape
 Go Math – Lessons 11.2, 11.2,
11.3, 12.3, 12.4, 12.5
2015-2016 1st Grade - Page 12
1st Grade Mathematics Curriculum Map
Course Number: 5012030
The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of
the students, the expectation is that every student enrolled in the course will learn the standards in each module.
MAFS.K.12.MP.4.1:
Model with
mathematics. Click
here for video
examples from Inside
Mathematics
MAFS.K.12.MP.7.1:
Look for and make use
of structure. Click here
for video examples
from Inside
Mathematics
MAFS.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.





Partition (separate) circles and rectangles into two and
four equal parts.
Describe the parts using the words halves, fourths, and
quarters
Describe using the phrases half of, fourth of, and quarter
of
Describe the whole as two of two parts or four of four
parts.
Explain that decomposing a shape into more equal
shares creates smaller shares (e.g., one of two shares
is larger than one of four shares.)




Half of a Rectangle
Partition a Rectangle
Partition a Pizza
Which is Less?



Equal Shares at The Zoo?
Who Knew!
It’s A Piece of Cake….and
Pizza
Go Math - Lessons 12.8,
12.9, 12.10
MAFS.K.12.MP.1.1:
Make sense of
problems and
persevere in solving
them. Click here for
video examples from
Inside Mathematics
Module 4 - Key Vocabulary
Cone
Cube
Curved Surface
Flat Surface
Rectangular Prism
Sphere
Equal Parts
Equal Shares
Fourth of
Fourths
Half of
Halves
Quarter of
Quarters
Sides
Unequal Parts
Unequal Shares
Vertices
2015-2016 1st Grade - Page 13