· Web viewMathematically proficient students in First Grade continue to develop the ability to...

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Waterloo School Community Unit School District #5

Curriculum Map of the New Illinois Learning Standards

First Grade Mathematics

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How to Read the Grade Level Content Standards

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Standards define what students should understand and be able to do.

Clusters are groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject.

Domains are larger groups of related standards. Standards from different domains may sometimes be closely related.

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Standards for Mathematical PracticeThe Common Core State Standards for Mathematical Practice are expected to be integrated into every mathematics lesson for all students Grades K-12. Below are a few examples of how these Practices may be integrated into tasks students complete.

1. Make sense of problems and persevere in solving them.

Mathematically proficient students in First Grade continue to develop the ability to focus attention, test hypotheses, take reasonable risks, remain flexible, try alternatives, exhibit self-regulation, and persevere (Copley, 2010). As the teacher uses thoughtful questioning and provides opportunities for students to share thinking, First Grade students become conscious of what they know and how they solve problems. They make sense of task-type problems, find an entry point or a way to begin the task, and are willing to try other approaches when solving the task. They ask themselves, “Does this make sense?” First Grade students’ conceptual understanding builds from their experiences in Kindergarten as they continue to rely on concrete manipulatives and pictorial representations to solve a problem, eventually becoming fluent and flexible with mental math as a result of these experiences.

2. Reason abstractly and quantitatively.

Mathematically proficient students in First Grade recognize that a number represents a specific quantity. They use numbers and symbols to represent a problem, explain thinking, and justify a response. For example, when solving the problem: “There are 60 children on the playground. Some children line up. There are 20 children still on the playground. How many children lined up?” first grade students may write 20 + 40 = 60 to indicate a Think-Addition strategy. Other students may illustrate a counting-on by tens strategy by writing 20 + 10 + 10 + 10 + 10 = 60. The numbers and equations written illustrate the students’ thinking and the strategies used, rather than how to simply compute, and how the story is decontextualized as it is represented abstractly with symbols.

3. Construct viable arguments and critique the reasoning of others.

Mathematically proficient students in First Grade continue to develop their ability to clearly express, explain, organize and consolidate their math thinking using both verbal and written representations. Their understanding of grade appropriate vocabulary helps them to construct viable arguments about mathematics. For example, when justifying why a particular shape isn’t a square, a first grade student may hold up a picture of a rectangle, pointing to the various parts, and reason, “It can’t be a square because, even though it has 4 sides and 4 angles, the sides aren’t all the same size.” In a classroom where risk-taking and varying perspectives are encouraged, mathematically proficient students are willing and eager to share their ideas with others, consider other ideas proposed by classmates, and question ideas that don’t seem to make sense.

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4. Model with mathematics.

Mathematically proficient students in First Grade model real-life mathematical situations with a number sentence or an equation, and check to make sure that their equation accurately matches the problem context. They also use tools, such as tables, to help collect information, analyze results, make conclusions, and review their conclusions to see if the results make sense and revising as needed.

5. Use appropriate tools strategically.

Mathematically proficient students in First Grade have access to a variety of concrete (e.g. 3-dimensional solids, ten frames, number balances, number lines) and technological tools (e.g., virtual manipulatives, calculators, interactive websites) and use them to investigate mathematical concepts. They select tools that help them solve and/or illustrate solutions to a problem. They recognize that multiple tools can be used for the same problem- depending on the strategy used. For example, a child who is in the counting stage may choose connecting cubes to solve a problem. While, a student who understands parts of number, may solve the same problem using ten-frames to decompose numbers rather than using individual connecting cubes. As the teacher provides numerous opportunities for students to use educational materials, first grade students’ conceptual understanding and higher-order thinking skills are developed.

6. Attend to precision.

Mathematically proficient students in First Grade attend to precision in their communication, calculations, and measurements. They are able to describe their actions and strategies clearly, using grade-level appropriate vocabulary accurately. Their explanations and reasoning regarding their process of finding a solution becomes more precise. In varying types of mathematical tasks, first grade students pay attention to details as they work. For example, as students’ ability to attend to position and direction develops, they begin to notice reversals of numerals and self-correct when appropriate. When measuring an object, students check to make sure that there are not any gaps or overlaps as they carefully place each unit end to end to measure the object (iterating length units). Mathematically proficient first grade students understand the symbols they use (=, >,<) and use clear explanations in discussions with others. For example, for the sentence 4 > 3, a proficient student who is able to attend to precision states, “Four is more than 3” rather than “The alligator eats the four. It’s bigger.”

7. Look for and make use of structure.

Mathematically proficient students in First Grade carefully look for patterns and structures in the number system and other areas of mathematics. For example, while solving addition problems using a number balance, students recognize that regardless whether you put the 7 on a peg first and then the 4, or the 4 on first and then the 7, they both equal 11 (commutative property). When decomposing two-digit numbers, students realize that the number of tens they have constructed ‘happens’ to coincide with the digit in the tens place. When exploring geometric properties, first graders recognize that certain attributes are critical (number of sides, angles), while other properties are not (size, color, orientation).

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8. Look for and express regularity in repeated reasoning.

Mathematically proficient students in First Grade begin to look for regularity in problem structures when solving mathematical tasks. For example, when adding three one-digit numbers and by making tens or using doubles, students engage in future tasks looking for opportunities to employ those same strategies. Thus, when solving 8+7+2, a student may say, “I know that 8 and 2 equal 10 and then I add 7 more. That makes 17. It helps to see if I can make a 10 out of 2 numbers when I start.” Further, students use repeated reasoning while solving a task with multiple correct answers. For example, in the task “There are 12 crayons in the box. Some are red and some are blue. How many of each could there be?” First Grade students realize that the 12 crayons could include 6 of each color (6+6 = 12), 7 of one color and 5 of another (7+5 = 12), etc. In essence, students repeatedly find numbers that add up to 12.

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First Grade Mathematics Curriculum MapWaterloo School District Scope and Sequence Overview

Unit of StudyDomain and Standards

RoutinesDomain: Numbers and Operations in Base Ten, Measurement and Data, Operations and Algebraic ThinkingStandards: 1.NBT.1, 1.NBT.3, 1.MD.4, 1.OA.1, 1.OA.6

Everyday Uses of Numbers

Domain: Numbers and Operations in Base Ten, Measurement and Data, Operations and Algebraic ThinkingStandards: 1.NBT.1, 1.NBT.4, 1.OA.1, 1.OA.2, 1.OA.3, 1.OA.4, 1.OA.5, 1.OA.6, 1.OA.7, 1.MD.3, 1.MD.4

Patterns and Counting

Domain: Geometry, Numbers and Operations in Base Ten, Measurement and Data, Operations and Algebraic ThinkingStandards: G.1.2, 1.NBT.1, 1.NBT.4, 1.NBT.5, 1.OA.1, 1.OA.2, 1.OA.3, 1.OA.5, 1.OA.6, 1.OA.7, 1.OA.8, 1.MD.3, 1.MD.4

Measurementand Facts

Domain: Numbers and Operations in Base Ten, Measurement and Data, Operations and Algebraic ThinkingStandards: 1.NBT.1, 1.NBT.4, 1.OA.1, 1.OA.3, 1.OA.4, 1.OA.6, 1.OA.7, 1.OA.8, 1.MD.1, 1.MD.2, 1.MD.3, 1.MD.4

Place Valueand Facts

Domain: Numbers and Operations in Base Ten, Measurement and Data, Operations and Algebraic ThinkingStandards: 1.NBT.1, 1.NBT.2, 1.NBT.2a, 1.NBT.2b, 1.NBT.2c, 1.NBT.3, 1.NBT.4,1.OA.1, 1.OA.2, 1.OA.3, 1.OA.4, 1.OA.6, 1.OA.7, 1.OA.8, 1.MD.4

Fact Power Domain: Numbers and Operations in Base Ten, Measurement and Data, Operations and Algebraic ThinkingStandards: 1.NBT.2, 1.NBT.2a, 1.NBT.2c, 1.OA.1, 1.OA.3, 1.OA.4, 1.OA.5, 1.OA.6, 1.OA.7, 1.OA.8, 1.MD.1, 1.MD.2, 1.MD.3, 1.MD.4

Geometry and Attributes

Domain: Geometry, Measurement and Data, Operations and Algebraic ThinkingStandards: 1.OA.6, 1.MD.3, 1.MD.4, G.1.1, G.1.2

Mental ArithmeticAnd Fractions

Domain: Geometry, Measurement and Data, Operations and Algebraic Thinking, Numbers and Operations in Base TenStandards: 1.NBT.2, 1.NBT.2a, 1.NBT.2c, 1.NBT.3, 1.NBT.4, 1.NBT.5, 1.NBT.6, 1.OA.2, 1.OA.4, 1.OA.5, 1.OA.6, 1.OA.7, 1.MD.3, 1.MD.4, 1.G.3

Place Value and Fractions

Domain: Geometry, Measurement and Data, Operations and Algebraic Thinking, Numbers and Operations in Base TenStandards: 1.NBT.1, 1.NBT.4, 1.NBT.5, 1.NBT.6, 1.MD.2, 1.MD.4, 1.G.2, 1.G.3, 1.OA.6

Review and Assessment

Domain: Geometry, Numbers and Operations in Base Ten, Measurement and Data, Operations and Algebraic ThinkingStandards: 1.NBT.1, 1.NBT.2, 1.NBT.2a, 1.NBT.3, 1.NBT.4, 1.NBT.5, 1.NBT.6,1.OA.1, 1.OA.4, 1.MD.3, 1.MD.4, 1.G.1, 1.G.2, 1.G.3

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First GradeInstruction and Assessment Schedule

It is expected that the units will be taught consecutively. The table below reflects which units are assessed on each benchmark. It is possible to begin a new unit prior to the quarter in which it is being assessed.

Approx. Number of

Days of Instruction

B

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C

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sses

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End ofYear

InstructionalContent

Unit ofStudy

1

Unit ofStudy

2

Unit ofStudy

3

Unit ofStudy

4

Unit ofStudy

5

Unit ofStudy

6

Unit ofStudy

7

Unit ofStudy

8

Unit ofStudy

9

Unit ofStudy

10

Unit ofStudy

11

Unit ofStudy

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Getting Ready for Gr.1 Unit

Assessment Ch. 1Test

Ch. 2Test

Ch. 3Test

Ch. 4Test

Ch. 5Test

Ch. 6Test

Ch. 7 Test

Ch. 8Test

Ch. 9Test

Ch. 10Test

Ch. 11Test

Ch. 12Test

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Unit 1: Routines First Grade Quarter 1 Approx. 12 days

Domain: Numbers and Operations in Base TenStandard(s):1.NBT.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.1.NBT.3 - Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Domain: Measurement and DataStandard(s):1.MD.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.

Domain: Operations and Algebraic ThinkingStandard(s):1.OA.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.1

1.OA.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).

Math Content Objectives in “I Can” Form Vocabulary Teacher’s Resources and Notes

1.NBT.1I can read and write numbers to 120.I can count to 120 starting at any number less than 120.I can count and write the number for a given amount of objects to 120.I can count to 120.

1.NBT.3I can compare two digit numbers using symbols.

1.OA.1I can solve addition and subtraction word problems.

1.OA.6I can add and subtract numbers to 20, by beginning to

use mental strategies.1.MD.4I can ask and answer questions about graphs and tables.I can collect data using tally marks.

Number lineTally markTool kitPattern-block templateSlate/whiteboardCalendarDateExplorationMoreLessPattern blockBase-ten blocksGeo-boardsThermometer

DegreeTemperatureFahrenheitNumber story

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Everyday MathCommon Core Alignment

Unit of Study 1 – Additional Resources

Routine 1:1-11.NBT.1

Routine 2:1.NBT.1

Routine 3:1.NBT.3

Routine 4:1.NBT.1

Routine 5:1.NBT.11.OA.11.OA.6

Routine 6:1.NBT.3

Routine 7:1.NBT.11.MD.4


Routine 9:1.NBT.1

Routine 10:1.OA.61.NBT.1Routine 11:1.NBT.3


Routine 13:1.OA.11.OA.61.NBT.1

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Unit 2: Everyday Uses of Numbers First Grade Quarter 1 Approx. ?? days

Domain: Numbers and Operations in Base TenStandard(s):1.NBT.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.1.NBT.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.

Domain: Operations and Algebraic ThinkingStandards(s):1.OA.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


1.OA.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.

1.OA.3 - Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

1.OA.4 - Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.1.OA.5 - Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).1.OA.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).

1.OA.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.

Domain: Measurement and DataStandard(s):1.MD.3 - Tell and write time in hours and half-hours using analog and digital clocks.1.MD.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


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1.NBT.4Add a 2-digit number and a 1-digit number.Add a 2-digit number and a multiple of ten.Explain what strategy I used to solve my problem.Explain the steps I used to solve my problem.

1.OA.5Count on to add.Count back to subtract.Count up to subtract.

1.OA.6Add and subtract numbers to 20 using strategies.Fluently add and subtract numbers to 10.

1.OA.7Determine if an addition or subtraction problem is true or false.I know the meaning of the = sign.

1.MD.3Recognize the hour and minute hand.Tell time to the hour and half-hour using an analog clock.

1.MD.4Ask and answer questions about graphs and tables.Collect data using tally marks.

Number gridTen frameAddPlusIs equal to/same amountNumber modelSubtractMinusAdditionSubtractionEquationsCounting onCounting backCounting allTrueFalse

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Everyday MathCommon Core

Alignment Unit of Study 2 – Additional Resources

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Section:2-1:1.OA.51.OA.61.NBT.11.NBT.4

Section 2-2:1.OA.61.NBT.1

Section 2-3:1.OA.61.NBT.1

Section 2-4: 1.NBT.1

Section 2-5: 1.NBT.1 1.MD.3

Section 2-6: 1.OA.1 1.NBT.1 1.MD.3

Section 2-7 1.OA.1 1.NBT.1 1.MD.1

Section 2-8 1.OA.1 1.OS.6

Section 2-9 1.MD.3 1.OA.5 1 NBT.3

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Section 2-101.OA.51.NBT.1

Section 2-111.OA.11.OA.51.OA.61.OA.71.NBT.11.MD.4

Section 2-121.OA.11.OA.6

Section 2-131.OA.11.OA.21.OA.31.OA.41.OA.51.OA.61.NBT.11.NBT.4Section 2-14N/A

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Unit 3: Patterns & Counting First Grade Quarter ?? Approx. ?? daysDomain: GeometryStandard(s):1.G.2 - 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.

Domain: Operations and Algebraic ThinkingStandard(s):1.OA.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




1.OA.5 - Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).1.OA.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 =



1.OA.8 - Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.

Domain: Measurement and Data Standard(s):

1.MD.3 - Tell and write time in hours and half-hours using analog and digital clocks.1.MD.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




1.NBT.5 - Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

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1G.2I can build a new shape using two or more 2-dimensional shapes.I can identify a rectangle, square, trapezoid, triangle, hexagon, rhombus.

1.MD.3I can recognize the hour and minute hand.I can tell time to the hour and half-hour using an analog clock.

1.MD.4I can ask and answer questions about graphs and tables.I can collect data using tally marks.

1.OA.1I can solve addition and subtraction word problems.

1OA.2I can add three numbers to solve word problems using objects, drawings and equations.

1.OA.3I can add numbers in any order and get the same answer.Group numbers together to find the answer.

1.OA.5I can count on to add.I can count back to subtract.I can count up to subtract.

1.OA.6I can add and subtract numbers to 20 using strategies.I can fluently add and subtract numbers to 10.

1.OA.7I can determine if an addition or subtraction problem is true or false.I know the meaning of the = sign.

1.OA.8I can determine the missing number in an addition and/or subtraction equation.

2-dimensional shapesrectanglesquaretrapezoidtrianglehexagonrhombusframes and arrowsnumber gridpatternclockanaloghalf-pasthour handminute handgraphstablesEquationsSolveStrategyDigit

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Unit of Study 3 (continued) Math Content Objectives in “I Can” Form Vocabulary Teacher’s Resources and Notes


1.NBT.4I can add a 2-digit number and a 1-digit number.I can add a 2-digit number and a multiple of ten.I can explain what strategy I used to solve my problem.I can explain the steps I used to solve my problem.

1.NBT.5I can find ten more than a number without having to count.I can find ten less than a number without having to count.

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. Section:3-1:

N/ASection 3-2:N/ASection 3-3:N/ASection 3-4: 1.G.2Section 3-5: N/A Section 3-6: 1.OA.1 1.OA.5 1.OA.6 1.OA.7 1.NBT.1 Section 3-7 1.MD.3 Section 3-8 1.OA.5 1.OS.8 1MD.3 Section 3-9 1.OA.5 1.OA.6 1.OA.8 1. NBT.4 1.NBT.5Section 3-101.OA.21.OA.31.OA.5Section 3-111.OA.1Section 3-121.OA.1 Section 3-131.OA.11.MD.4Section 3-141.OA.11.OA.6Section 3-15N/A

Unit 4: Measurement/Facts First Grade Quarter ?? Approx. ?? daysDomain: Operations and Algebraic ThinkingStandard(s):1.OA.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



1.OA.4 - Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.1.OA.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 =





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.Domain: Measurement and Data

Standard(s):1.MD.1 - Order three objects by length; compare the lengths of two objects indirectly by using a third object.1.MD.2 - Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length

measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.




1.OA.1I can solve addition and subtraction word problems.1.OA.3I can add numbers in any order and get the same answer.I can group numbers together to find the answer.1.OA.4I can use related facts to solve problems with missing values.1.OA.6I can add and subtract numbers to 20 using strategies.I can Fluently add and subtract numbers to 10.1.OA.7I can determine if an addition or subtraction problem is true or false.I know the meaning of the = sign.1.OA.8I can determine the missing number in an addition and/or subtraction equation.1.NBT.1I can read and write numbers to 120.I can count to 120 starting at any number less than 120.I can count and write the number for a given amount of objects to 120.I can count to 120.1.NBT.4I can add a 2-digit number and a 1-digit number.I can add a 2-digit number and a multiple of ten.I can explain what strategy I used to solve my problem.I can explain the steps I used to solve my problem.1.MD.1I can compare and order objects by length.1.MD.2I can measure length using units.1.MD.3I can recognize the hour and minute hand.I can tell time to the hour and half-hour using an analog clock.1.MD.4I can ask and answer questions about graphs and tables.I can collect data using tally marks.

Addition factsBar GraphDegreeDoubles FactsEstimateFact powerFahrenheitHalf-past/the hourIn./inchLengthMeasureRulerSumTape measureTemperatureThermometerTime LineTurn around factUnit

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Section:4-1:N/ASection4-2:1.OA.61.NBT.41.MD.11.MD.2Section 4-3:1.OA.11.MD.2Section 4-4: 1.MD.1 1.MD.2 1.MD.3 Section 4-5: 1.MD.21.MD.4Section 4-6: 1.OA.1 1.OA.6 1.MD.2 Section 4-7 1.OA.11.OA.61.MD.21.MD.4Section 4-8 1.OA.6 1MD.3Section 4-9 1.OA.1 1.MD.3Section 4-101.NBT.11.MD>3Section 4-111.OA.31.OA.41.OA.61.OA.8Section 4-121.OA.31.OA.61.OA.71.OA.8 Section 4-13N/A

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Unit 5: Place Value/Facts First Grade Quarter ?? Approx. ?? daysDomain: Numbers and Operations in Base TenStandard(s):1.NBT.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.1.NBT.2 – Understand that the two digits of a two-digit number represent amounts of tens and ones.1.NBT.2a – 10 can be thought of as a bundle of ten ones — called a "ten."1.NBT.2b – The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.1.NBT.2c – 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).1.NBT.3 - Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.1.NBT.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


Domain: Measurement and Data

Standard(s):1.MD.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


Domain: Operations and Algebraic Thinking

Standard(s):1.OA.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








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Math Content Objectives in “I Can” Form Vocabulary Teacher’s Resources and Notes1.NBT.1I can count to 120.I can read numbers to 120.I can write numbers to 120.1.NBT.2I can understand ones and tens place in a two digit number.1.NBT.2aI can understand a group of ten ones is the same as ten.1.NBT.2bI can understand that numbers 11-19 are a group of ten and more ones.

1.NBT.2c

I can understand numbers 10,20,30,40,50,60,70,80,90 are groups of ten and

zero ones.

1.NBT.3

I can use >,=,< to compare 2 two-digit numbers.

1.NBT.4

I can add a 2-digit number and a 1-digit number.

I can add a 2-digit number and a multiple of ten.

I can explain what strategy I used to solve my problem.

I can explain the steps I used to solve my problem.

1.OA.1

I can solve addition and subtraction word problems.

1OA.2

I can add three numbers to solve word problems using objects, drawings and

equations.

1.OA.3

I can add numbers in any order and get the same answer.

I can group numbers together to find the answer.

1.OA.4

I can use related facts to solve problems with missing values.

1.OA.5

I can count on to add.

I can count back to subtract.

I can count up to subtract.

1.OA.6

I can add and subtract numbers to 20 using strategies.

I can fluently add and subtract numbers to 10.

1.OA.7

I can determine if an addition or subtraction problem is true or false.

I know the meaning of the = sign.

1.OA.8

I can determine the missing number in an addition and/or subtraction equation.1.MD.4

I can ask and answer questions about graphs and tables.

I can collect data using tally marks.

Base -10 blocksCubesDifferenceDigitDoublesFlatFunction MachineHundredsIs less thanIs more thanLongsOnes placeRuleTens place

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Unit 6: Fact Power Kindergarten Quarter 1 Approx. ?? daysDomain: Numbers and Operations in Base Ten

Standard(s):1.NBT.2 – Understand that the two digits of a two-digit number represent amounts of tens and ones.1.NBT.2a – 10 can be thought of as a bundle of ten ones — called a "ten."1.NBT.2b – The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.1.NBT.2c – 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).

Domain: Operations and Algebraic ThinkingStandard(s):

1.OA.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.1






Domain: Measurement and DataStandard(s):1.MD.1 - Order three objects by length; compare the lengths of two objects indirectly by using a third object.1.MD.2 - 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




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1.NBT.2I can understand ones and tens place in a two digit number.1.NBT.2aI can understand a group of ten ones is the same as ten.1.NBT.2cI can understand numbers 10,20,30,40,50,60,70,80,90 are groups of ten and zero ones.1.MD.1I can compare and order objects by length.1.MD.2I can measure length using units.1.MD.3I can recognize the hour and minute hand.I can tell time to the hour and half-hour using an analog clock.

1.MD.4 I can ask and answer questions about graphs and tables. I can collect data using tally marks.

1.OA.1I can solve addition and subtraction word problems.1.OA.3I can add numbers in any order and get the same answer.I can group numbers together to find the answer.1.OA.4I can use related facts to solve problems with missing values.1.OA.5I can count on to add.I can count back to subtract.I can count up to subtract.1.OA.6I can add and subtract numbers to 20 using strategies.I can fluently add and subtract numbers to 10.1.OA.7I can determine if an addition or subtraction problem is true or false.I know the meaning of the = sign.1.OA.8I can determine the missing number in an addition and/or subtraction equation.

AdditionSubtractionCentimeter/cmDigital clockFact familyFact triangleName collection box

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Unit 7: Geometry & Attributes Kindergarten Quarter 1 Approx. ?? days

Domain: Operations and Algebraic Thinking

Standard(s):1.OA.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 =


Domain: GeometryStandard(s):

1.G.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.

1.G.2 - 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

.Domain: Measurement and Data

Standard(s):1.MD.3 - Tell and write time in hours and half-hours using analog and digital clocks.1.MD.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



1.OA.6I can add and subtract numbers to 20 using strategies.I can Fluently add and subtract numbers to 10.

1.MD.3I can recognize the hour and minute hand.I can tell time to the hour and half-hour using an analog clock.

1.MD.4I can ask and answer questions about graphs and tables.I can collect data using tally marks.

1.G.1.I can use attributes to build and draw shapes.

1.G.2I can build a new shape using two or more 2-dimensional shapes.I can identify a rectangle, square, trapezoid, triangle, hexagon, rhombus.

AttributeCircleConeCornerCubeCylinderFaceHexagonPolygonPyramidRectangleRectangular PrismRhombusSideSphere

SquareSurfaceSymmetricalSymmetryTrapezoid

Triangle

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29

Unit 8: MentalArithmetic and Fractions

Kindergarten Quarter 1 Approx. ?? days

Domain: Numbers and Operations in Base TenStandard(s):1.NBT.2 – Understand that the two digits of a two-digit number represent amounts of tens and ones.1.NBT.2a – 10 can be thought of as a bundle of ten ones — called a "ten."1.NBT.2c – 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).1.NBT.3 - Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.1.NBT.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


1.NBT.5 - Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.1.NBT.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 method and explain the reasoning used.



1.OA.4 - Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.1.OA.5 - Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).1.OA.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 =




many more or less are in one category than in another.Domain: Geometry

Standard(s):1.G.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.

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Math Content Objectives in “I can” Form Vocabulary Teacher’s Resources and Notes

1.NBT.2

I can understand ones and tens place in a two digit number.

1.NBT.2a

I can understand a group of ten ones is the same as ten.

1.NBT.2c

I can understand numbers 10,20,30,40,50,60,70,80,90 are groups of ten and zero ones.

1.NBT.3

I can compare two digit numbers using symbols.

1.NBT.4





1.NBT.5

I can find ten more than a number without having to count.

I can find ten less than a number without having to count.

1.NBT.6

I can subtract a multiple of 10 from another multiple of 10. (10-90)

I can explain the strategy I used to solve my problem.

1.G.3

I can divide circles into 2 and 4 equal shares.

I can divide rectangles into 2 and 4 equal shares.

I can describe shares using the words: halves, half of, fourths, fourth of, quarter, and quarter of.

I can describe the whole as the number of parts needed to make the whole. (ex. 2 out of 2 or 4 out of 4.)

Equal PartsFourthsFractionHalvesHundredsHundreds placeOnesOnes placeTensTens placeThirdsWhole

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Unit 8 (continued)Math Content Objectives in “I Can” Form Vocabulary Teacher’s Resources and Notes

1.MD.3I can recognize the hour and minute hand.I can tell time to the hour and half-hour using an analog clock.1.MD.4I can ask and answer questions about graphs and tables.I can collect data using tally marks.

1.OA.2I can add three numbers to solve word problems using objects, drawings and equations.

1.OA.4I can use related facts to solve problems with missing values.

1.OA.5I can count on to add.I can count back to subtract.I can count up to subtract.

1.OA.6I can add and subtract numbers to 20 using strategies.I can fluently add and subtract numbers to 10.

1.OA.7I can determine if an addition or subtraction problem is true or false.I know the meaning of the = sign.

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33

Unit 9: Place Value & Fractions



1.OA.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).





Domain: Measurement and DataStandard(s):1.MD.2 - 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


1.MD.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.

Domain: GeometryStandard(s):

1.G.2 - 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

.1.G.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.

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Math Content Objectives in “I Can” Form Vocabulary Teacher’s Resources and Notes1.OA.6I can add and subtract numbers to 20 using strategies.I can fluently add and subtract numbers to 10.1.NBT.1I can read and write numbers to 120.I can count to 120 starting at any number less than 120.I can count and write the number for a given amount of objects to 120.I can count to 120.1.NBT.4I can add a 2-digit number and a 1-digit number.I can add a 2-digit number and a multiple of ten.I can explain what strategy I used to solve my problem.I can explain the steps I used to solve my problem.1.NBT.5I can find ten more than a number without having to count.I can find ten less than a number without having to count.1.NBT.6I can subtract a multiple of 10 from another multiple of 10. (10-90)I can explain the strategy I used to solve my problem.1.MD.2I can measure length using units.1.MD.4I can ask and answer questions about graphs and tables.I can collect data using tally marks.1.G.2I can build a new shape using two or more 2-dimensional shapes.I can identify a rectangle, square, trapezoid, triangle, hexagon, rhombus.1.G.3I can divide circles into 2 and 4 equal shares.I can divide rectangles into 2 and 4 equal shares.I can describe shares using the words: halves, half of, fourths, fourth of, quarter, and quarter of.I can describe the whole as the number of parts needed to make the whole. (ex. 2 out of 2 or 4 out of 4.)

No New Vocabulary

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36

Unit 10: Review & Assessment



1.OA.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.1

1.OA.4 - Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

Domain: Numbers and Operations in Base TenStandard(s):1.NBT.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.1.NBT.2 – Understand that the two digits of a two-digit number represent amounts of tens and ones.1.NBT.2a – 10 can be thought of as a bundle of ten ones — called a "ten."1.NBT.3 - Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.1.NBT.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






Domain: GeometryStandard(s):1.G.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.1.G.2 - 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.1.G.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.

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1.OA.1

I can solve addition and subtraction word problems.

1.OA.4

I can use related facts to solve problems with missing values.

1.NBT.2

I can understand ones and tens place in a two digit number.

1.NBT.2a

I can understand a group of ten ones is the same as ten.

1.NBT.1

I can read and write numbers to 120.

I can count to 120 starting at any number less than 120.

I can count and write the number for a given amount of objects to 120.

I can Count to 120.

1.NBT.3

I can compare two digit numbers using symbols.

1.NBT.4





1.NBT.5

I can find ten more than a number without having to count.

I can find ten less than a number without having to count.

1.NBT.6

I can subtract a multiple of 10 from another multiple of 10. (10-90)

I can explain the strategy I used to solve my problem.

No New Vocabulary

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Unit 10 (continued)Math Content Objectives Vocabulary Teacher’s Resources and Notes

1.G.1.I can use attributes to build and draw shapes.1.G.2I can build a new shape using two or more 2-dimensional shapes.I can identify a rectangle, square, trapezoid, triangle, hexagon, rhombus.1.G.3I can divide circles into 2 and 4 equal shares.I can divide rectangles into 2 and 4 equal shares.I can describe shares using the words: halves, half of, fourths, fourth of, quarter, and quarter of.I can describe the whole as the number of parts needed to make the whole. (ex. 2 out of 2 or 4 out of 4.)1.MD.3I can recognize the hour and minute hand.Tell time to the hour and half-hour using an analog clock. 1.MD.4

I can ask and answer questions about graphs and tables.I can collect data using tally marks.

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