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Department of Curriculum and Instruction Elementary Mathematics Curriculum Guide

First Grade Mathematics ResourcesK-2 TN Core CCSSM MathAccountable Talk StemsI agree because…I disagree because…I noticed…I’d like to build upon what….said….I didn’t understand….I think what….meant is….I predict that….My strategy was…..I think a more efficient strategy would be....Can you say more about….?Why do you think that?Another way would be….

First Grade Math in Children’s LiteratureMore or Less by Stuart MurphyA Fair Bear Share by Stuart MurphyWhere’s Harley? by Carol FeltonFrog Counts to Ten by John LieblerOne Gorilla by Atsuko MorozumiThe Grapes of Math by Greg TangMouse Count by Ellen Stoll WalshHow Many Snails? By Paul Giganti Jr12 Ways to Get to 11 by Eve MerriamPizza Counting by Christina DobsonA Remainder of One by Elinor PinczesArtic Five Arrives by Elinor Pinczes1 Hundred Hungry Ants by Elinor PinczesEach Orange Has 8 Slices by Paul GigantiElevator Magic by Stuart MurphyEvery Buddy Counts by Stuart MurphyMission Addition by Loreen LeedyUnderwater Counting: Even Numbers by Jerry Pallotta

Internet LinksPearson SuccessNet-set up a free account at www.pearsonsuccessnet.com

1 st Grade Common Core http://firstgradeccssmresources.blogspot.com/

K-5 Math Teaching Resourceshttp://www.k-5mathteachingresources.com/1st-grade-number-activities.html

K-5 Math Teaching Resources-1 st grade Journals http://www.k-5mathteachingresources.com/1st-grade-math-journals.html

1 st Grade Math Task (from North Carolina Dept. of Ed.) http://commoncoretasks.ncdpi.wikispaces.net/First+Grade+Tasks

Kathy Robinson’s Write Math http://www.writemath.com/free_writing_and_math_activities.html

Mrs. Samuelson’s Swamp Frogs-for 1 st and 2 nd grade teachers http://swampfrogfirstgraders.blogspot.com

Free Posters for Your ClassroomLearning TargetsYou can download posters of the learning targets written as I Can Statements athttps://docs.google.com/file/d/0BxWkWA8-Ab3BT1M4RTRpUm44Nkk/edit?usp=sharing&pli=1

Mathematical PracticesPosters Using Community Helpers (created by Dogwood Elementary teacher Mary Lirette)http://www.teacherspayteachers.com/Product/CCSS-Mathematical-Practice-Standards-Free-Posters

Mathematical PracticesK-1 Posters by Standardhttp://elemmath.jordandistrict.org/mathematical-practices-by-standard/

The material below should be covered within this time frame; specific pacing should be determined in school-based PLCs.

First Grade Mathematics-1st Nine WeeksTopics and Concepts to be covered during the first quarter of the year.

Common Core:Common Core Standards are the final outcomes to reach mastery before the next grade level.

Mathematical Practices & Learning Targets:It is expected and understood that math skills will be taught continuously throughout the school year in each unit of study. This spiraling of instruction allows for depth of knowledge and student mastery.

Content:Content listed in the section is recommended in order to appropriately teach the identified standards. Teachers will need to differentiate the content listed, in order to suit the needs of their students.

Number & Operations in Base Ten1.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.

Number & Operations in Base Ten1.NBT.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

Mathematical Practice7. Look for and make use of structure.Learning TargetsI can count to 120 starting from any number.I can read any number up to 120.I can write any number up to 120.I can label a set of objects up to 120 with a written numeral.

Mathematical Practice6. Attend to precisionLearning TargetsI can count 10 as ten ones.I can represent the numbers 11 to 19 as a ten and some ones.I can represent multiple sets of ten using number names (2 tens is 20).I can explain the value of each digit in a two-digit number (place

enVisionMATH TextbookTopic 1 Numbers to 121-1 0-5 (1.NBT.1)1-2 6-10 (1.NBT.1, 1.NBT.2, 1.NBT.2.b)1-3 10, 11, and 12 (1.NBT.1)1-4 Spatial Patterns for Numbers to 9 (1.NBT.1)1-5 Spatial Patterns for Numbers to 10 (1.NBT.1)

Vocabulary: ten frame, digit, tens and ones, after, before, in between, whole numbers, counting on, place value, expanded form

Math tools: ten frame, hundreds chart, number line, counters (cubes, etc.)

First Grade Enduring Understandings and

Essential Questions by Topic appear at the end of the 4th

Nine Weeks Instructional Map

b. The numbers from 11 to 19 are composed of a ten and a one, two, three, four, five, six, seven, eight, or nine ones.

value). enVisionMATH Assessments:-Topic 1 Placement Test (can be found in Teacher Resources Masters on pages 55-62)-Topic Test 1-pages 26-27-Topic 1 Multiple Choice Test Master (can be found in Topic 1 Teacher Resources Masters on pages 75-76)Topic 1 Free-Response Test Master (can be found in Topic 1 Teacher Resources Masters on pages 77-78)

Operations and Algebraic Thinking1.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.

Number & Operations in Base Ten1.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 <.

Mathematical Practice1. Make sense of problems and persevere in solving them.Learning TargetsI can model addition and subtraction word problems using objects, drawings, and equations with unknown numbers in different positions.I can solve addition and subtraction word problems using objects, drawings, and equations.I can solve word problems with unknown numbers in different positions.

Mathematical Practice1. Construct viable arguments and critique the reasoning of othersLearning TargetsI can determine when a two-digit number is greater than, less than, or equal to another two-digit number.I can explain why a two digit number is greater than, less than, or equal to another two-digit numberI can record the comparison using the symbols <, >, and =.

enVisionMATH TextbookTopic 2 Comparing and Ordering Numbers2-1 Comparing Two Numbers (1.OA.1)2-2 Ordering Three Numbers (1.NBT.3)2-3 Ordering Numbers to 12 with a Number Line (1.NBT.3)

Vocabulary: more, greater than, fewer, less than, least, greatest, between, before, after, symbol, digit, tens and ones, after, before, in between, whole numbers, counting on, place value, expanded form, adding to, taking from, putting together, taking apart, comparing, unknowns, record, greater than, less than, equal to

Math tools: number line, counters, hundreds chart, number line,

enVisionMATH Assessments:-Topic Test 2-pages 46-47-Topic 2 Multiple Choice Test Master (can be found in Topic 2 Teacher Resources Masters on pages 43-44)-Topic 2 Free-Response Test Master (can be found in Topic 2 Teacher Resources Masters on pages 45-46)

Operations and Algebraic Thinking1.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.

Operations and Algebraic Thinking1.OA.7 Understanding the meaning of the equal sign, and determine if equations involving addition and subtraction are true and 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.

Operations and Algebraic Thinking 1.0A.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 = __.

Operations and Algebraic Thinking 1.OA.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

Mathematical Practice1. Make sense of problems and persevere in solving them.Learning TargetsI can model addition and subtraction word problems using objects, drawings, and equations with unknown numbers in different positions.I can solve addition and subtraction word problems using objects, drawings, and equations.I can solve word problems with unknown numbers in different positions.

Mathematical Practice6. Attend to precision.Learning TargetsI can explain that the equal sign (=) means “same as.”I can compare the value of both sides of an equation and determine whether it is true or false.

Mathematical Practice2. Reason abstractly and quantitatively.Learning TargetI can determine the unknown number value in an addition equation when two out of the three numbers are given.

Mathematical Practice7. Look for and make use of structure.Learning TargetsI can show that changing the order of the addends (numbers) does not change the sum (answer).I can use properties of operations t add and subtract.

enVisionMATH TextbookTopic 3 Understanding Addition3-1 Making 6 and 7 (1.OA.1)3-2 Making 8 (1.OA.1)3-3 Making 9 (1.OA.1)3-4 Introducing Addition Number Sentences (1.OA.1, 1.OA.7, 1.OA.8)3-5 Stories about Joining (1.OA.1)3-6 Adding in Any Order (1.OA.3)

Vocabulary: addition, add, subtraction, subtract, equation, equal sign, true equation, false equation, commutative property, identity property, associative property, in all, inside, outside, part, whole, double, order, addend, sum, adding to, taking from, putting together, taking apart, and comparing, value, strategy, unknown, addend, fact family

Math tools: number line, tens and ones boards, hundreds boards, counters, ten-frame, part-part-whole model, divided plates (with one large space and two smaller spaces or ZooPals plates

Examples of part-part-whole:

enVisionMATH Assessments:-Topic Test 3-pages 78-79-Topic 3 Multiple Choice Test Master (can be

addition.) found in Topic 3 Teacher Resources Masters on pages 71-72)-Topic 3 Free-Response Test Master (can be found in Topic 3 Teacher Resources Masters on pages 73-74)

Operations and Algebraic Thinking 1.OA.1

Operations and Algebraic Thinking1.0A.4 Understand subtraction as an unknown-addend problem. For example, subtract 10-8 by finding the number that makes 10 when added to 8.


Operations and Algebraic Thinking1.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 = 12 + 1 = 13).

Operations and Algebraic Thinking1.OA.7

Mathematical Practice1. Make sense of problems & persevere in solving them.Learning TargetsI can model addition and subtraction word problems using objects, drawings, and equations.I can solve word problems with unknown numbers in different positions.

Mathematical Practice2. Reason abstractly and quantitatively.Learning TargetI can give an example and explain how a subtraction sentence can be rewritten as an addition sentence.I can rewrite a subtraction equation as an addition equation with a missing addend (number).

Mathematical Practice2. Reason abstractly and quantitatively.Learning TargetI can determine the unknown number value in a subtraction equation when two out of the three numbers are given.

Mathematical Practice6. Attend to precision.Learning TargetsI can add and subtract within 10 with fluency.I can add and subtract within 20 by counting on and making a ten.I can add and subtract within 20 by using the relationship between addition and subtraction.I can add and subtract within 20 by using equal but easier numbers (doubles, doubles plus one).

enVisionMATH TextbookTopic 4 Understanding Subtraction4-1 Finding Missing Parts of 6 and 7 (1.OA.1, 1.OA.4, 1.OA.8)4-2 Finding Missing Parts of 8 (1.OA.1, 1.OA.4, 1.OA.6, 1.OA.8)4-3 Finding Missing Parts of 9 (1.OA.1, 1.OA.4, 1.OA.6, 1.OA.8)4-4 Introducing Subtraction Number Sentences (1.OA.1, 1.OA.4, 1.OA.6, 1.OA.7)4-5 Stories About Separating (1.OA.1, 1.OA.4, 1.OA.6, 1.OA.8)4-6 Stories About Comparing (1.OA.1, 1.OA.4, 1.OA.6, 1.OA.8)4-7 Connecting Addition & Subtraction (1.OA.1, 1.OA.4, 1.OA.6, 1.OA.8)

Vocabulary: subtract, difference, subtraction sentence, minus sign, equal sign, compare, model, counting on, decomposing, inverse relation, check, solve, equivalent, fact family,

Math tools: number line, hundreds board,part-part-whole (see above), ten-frame




Measurement & Data1.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.

Mathematical Practice6. Attend to precision.Learning TargetI can explain that the equal sign means “same as.”I can compare the value of both sides of an equation and determine whether the equation is true or false.

Mathematical Practice6. Attend to precision.Learning TargetI can add and subtract by using the relationship between addition and subtraction.I can add and subtract within 10 with fluency.I can add and subtract within 20 by counting on and making a ten.I can add and subtract within 20 by using equal but easier numbers (e.g., doubles, doubles plus one)

Mathematical Practice1. Make sense of problems and persevere in solving them.Learning TargetI can solve word problems with unknown numbers in different positions.

enVisionMATH TextbookTopic 5 Five and Ten Relationships 5-1 Representing Numbers on a Ten-Frame (1.OA.6) 5-2 Recognizing Numbers on a Ten-Frame (1.OA.6) 5-3 Parts of 10 (1.OA.6) 5-4 Finding Missing Parts of 10 (1.OA.1) 5-5 Making a Table (1.MD.4)

Vocabulary: table, graph, category, more than, less than, data,

Math tools: ten-frames, five-frames,bar graph, picture graph, number line


End of Nine Weeks


First Grade Mathematics-2nd Nine WeeksTopics and Concepts to be covered during the second quarter of the year.




Operations and Algebraic Thinking

1.OA.3

Operations and Algebraic Thinking1.OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2.



Mathematical Practice1. Make sense of problems and persevere in solving them.Learning TargetsI can count and compare collected data.I can organize data in up to three categories.I can represent data in up to three categories.I can determine when a category has more or less than another category.

Mathematical Practice7. Look for and make use of structure.Learning TargetI can show that adding a zero to any number does not change the number (3+0=3).

Mathematical Practice8. Look for and express regularity in repeated reasoning.Learning TargetI can add by counting all, counting on, and recognizing the +1 means the next number and +2 means the next next number in the counting sequence.

Mathematical Practice6. Attend to precision.Learning TargetI can add and subtract within 20 by counting on and making a ten.I can add and subtract by using the relationship between addition and subtraction.I can add and subtract within 20 by using equal but easier numbers (e.g. doubles, doubles plus one).

enVisionMATH TextbookTopic 6 Addition Facts to 12 6-1 Adding with 0, 1, and 2 (1.OA.3, 1.OA.5, 1.OA.6,) 6-2 Doubles (1.OA.6, 1.OA.8) 6-3 Near Doubles (1.OA.6, 1.OA.8) 6-4 Facts with 5 on a Ten-Frame (1.OA.6, 1.OA.8) 6-5 Making 10 on a Ten-Frame (1.OA.6, 1.OA.8)

Vocabulary: addition, count on, double, near double, skip counting, identify property, fact family, related facts,

Math tools: Flash cards (addition and subtraction), number line, hundreds board

enVisionMATH Assessments:-Topic Test 6 pages 166-167-Topic 6 Multiple Choice Test Master (can be found in Topic 6 Teacher Resources Masters on pages 55-56)-Topic 6 Free-Response Test Master (can be found in Topic 6 Teacher Resources Masters on pages 57-58)




Mathematical Practice2. Reason abstractly and quantitativelyLearning TargetsI can determine the unknown value in an addition or subtraction equation when two out of three of the numbers in the equation are given.I can give an example and explain how a subtraction equation can be rewritten as an addition equation.I can rewrite a subtraction equation as an addition equation with a missing addend.

Mathematical Practices6. Attend to precision.Learning Target I can add and subtract within 20 by using the relationship between addition and subtraction.

Mathematical Practices8. Look for and express regularity in repeated reasoning.Learning TargetI can subtract by counting back, counting up from, and recognizing the -1 means the number before, and -2 means the number that is two numbers before in the counting sequence.

enVisionMATH TextbookTopic 7 Subtraction Facts to 12 7-1 Subtracting with 0, 1, and 2 (1.OA.5, 1.OA.6) 7-2 Thinking Addition (1.OA.4, 1.OA.5, 1.OA.6) 7-3 Thinking Addition to 8 to Subtract (1.OA.4, 1.OA.5, 1.OA.6) 7-4 Thinking Addition to 12 to Subtract (1.OA.4, 1.OA.5, 1.OA.6)

Vocabulary: count back, 0-2 less than, 0-2 more than,

Math Tools: number line, hundreds board, counters


Number & Operations in Base Ten1.NBT.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:a 10 can be thought of as a bundle of ten ones — called a “ten.”b The numbers from 11 to 19 are composed of a ten and a 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).

Number & Operations in Base Ten1.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.

Mathematical Practice6. Attend to precision.Learning TargetsI can represent 10 as ten ones.I can represent the numbers 11-19 as a ten and some ones.I can show numbers between 10 and 100 in groups of tens and ones.I can represent multiple sets of ten using number names ( 2 tens is 20).I can explain the value of each digit in a two-digit number (place value).

Mathematical Practice7. Look for and make use of structure.Learning TargetsI can skip count by twos to 120.I can skip count by fives and tens to 120.

enVisionMATH TextbookTopic 10 Counting & Number Patterns to 10010-1 Making Numbers 11 to 20 (1.NBT.2, 1.NBT.2a, 1.NBT.2b)10-2 Using Numbers 11 to 20 (1.NBT.1, 1.NBT.2)10-3 Counting by 10s to 100 (1.NBT.2c)10-4 Counting Patterns on a Hundreds Chart (1.NBT.1)10-5 Using Skip Counting (1.NBT.1)*Lessons 10-6, 10-7, 10-8 are not common core aligned.

Vocabulary: skip count, digit, hundreds board, tens, ones, two-digit number,

Math tools: number line, hundreds chart, place value arrow cards, tens/ones board, base ten blocks


Number & Operations in Base Ten1.NBT.1

Number & Operations in Base Ten1.NBT.2a

Number & Operations in Base Ten1.NBT.2b

Number & Operations in Base Ten1.NBT.2c


Mathematical Practice6. Attend to precision.Learning TargetsI can represent 10 as ten ones.I can represent the numbers 11-19 as a ten and some ones.I can show numbers between 10 and 100 in groups of tens and ones.I can represent multiple sets of ten using number names (2 tens is 20).I can explain the value of each digit in a two-digit number (place value).

enVisionMATH TextbookTopic 11 Tens and Ones11-1 Counting With Groups of 10 and Leftovers (1.NBT.1, 1.NBT.2)11-2 Numbers Made with Tens (1.NBT.1, 1.NBT.2a, 1.NBT.2c)11-3 Tens and Ones (1.NBT.1, 1.NBT.2a, 1.NBT.2b, 1.NBT.2c))11-4 Expanded Form (1.OA.7, 1.NBT.1, 1.NBT.2)11-5 Ways to Make Numbers (1.NBT.2, 1.NBT.2a)

Vocabulary: digit, place value, tens and ones, after, place value, expanded form, comparing, record, represent, skip count

Math tools: tens/ones board, number line, hundreds board, base ten blocks


Operations and Algebraic Thinking 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).

Number & Operations in Base Ten1.NBT.4 Add within 100, including adding a two-digit number and a one-

Mathematical Practice6. Attend to precision.Learning TargetI can add and subtract within 10 fluently using mental strategies.I can add or subtract within 20 by counting on and making a ten.I can add or subtract within 20 by using the relationship between addition and subtraction.I can add or subtract within 20 by using equal but easier numbers (e.g., doubles, doubles plus one, doubles minus one).

Mathematical Practice2. Reason abstractly and quantitatively.Learning Target

enVisionMATH TextbookTopic 16 Addition Facts to 1816-1 Doubles (1.OA.6)16-2 Doubles Plus 1 (1.OA.6)16-3 Doubles Plus 2 (1.OA.6)16-4 Two-Question Problems (1.OA.6)16-5 Making 10 to Add 9 (1.NBT.4)16-6 Making 10 to Add 8 (1OA. 1, 1.OA.6, 1.OA.8)16-7 Adding Three Numbers (1.OA. 2, 1.OA.3)

Vocabulary: addition, add, doubles plus one, doubles plus two, subtraction, count on, make 10, decomposing, addition, subtraction, relationship, equivalent, model, unknown, commutative, associative and identify property, strategies, reasoning, related facts

Math tools: Flash cards, journal book or page,

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 relationships 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.

Operations and Algebraic Thinking 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.

Operations and Algebraic Thinking 1.OA.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.)

I can use concrete models or drawings to show a strategy based on place value.I can write down and explain the steps that I followed as I used the concrete models or drawings to show how I added.

Mathematical Practice4. Model with mathematics.Learning TargetsI can model addition and subtraction word problems with objects, drawings, and equations with unknown numbers in different positions.I can add three whole numbers whose sum is less or equal to 20.

Mathematical Practice7. Look for and make use of structure.Learning TargetI can use properties of operations to add.

part/whole mat





Mathematical Practice1. Makes sense of problems and persevere in solving them.Learning TargetsI can model addition and subtraction word problems, using objects, drawings and equations with unknown numbers in different positions.

Mathematical Practice7. Look for and make use of structure.Learning TargetI can use properties of operations to subtract.

Mathematical Practice2. Reason abstractly and quantitativelyLearning TargetI can give an example and explain how a subtraction equation can be rewritten as an addition equation.

Topic 17 Subtraction Facts to 1817-1 Using Related Facts (1.OA.1, 1.OA3, 1.OA4) 17-2 Fact Families (1.OA.3, 1.OA.4) 17-3 Using Addition and Subtraction (1.OA.3, 1.OA.4) 17-4 Subtraction Facts (1.OA.1, 1.OA.3, 1.OA.4)

Vocabulary: related facts, fact family, decomposing, addition, subtraction, relationship, equivalent, model, unknown, commutative, associative and identify property, strategies, reasoning, related facts

Math tools: Flash cards, journal page,part/whole mat


End of Nine Weeks


First Grade Mathematics-3rd Nine WeeksTopics and Concepts to be covered during the third quarter of the year.




Measurement & DataMD.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.

Mathematical Practice1. Make sense of problems and persevere in solving them.Learning TargetsI can count and compare collected data.I can organize data into a picture graph.I can organize data into a bar graph.I can locate points or items on a grid.I can use tally marks to record data.I can interpret data for unknowns.

enVisionMATH TextbookTopic 18 Data and Graphs 18-1 Using Data from Real Graphs (1.MD.4) 18-2 Using Data from Picture Graphs (1.MD.4) 18-3 Using Data from Bar Graphs (1.MD.4) 18-4 Location on a Grid (1.MD.4) 18-5 Collecting Data Using Tally Marks (1.MD.4) 18-6 Making Real Graphs (1.MD.4) 18-7 Making Picture Graphs (1.MD.4)

Vocabulary: picture graph, bar graph, tally mark, data, grid, category, represent, more/less

Math tools: graphs (various types)


Number & Operations in Base Ten1.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 relationships 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.

Number & Operations in Base Ten1.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.

Number & Operations in Base Ten1.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

Mathematical Practice2. Reason abstractly and quantitatively.Learning TargetsI can use concrete models or drawings to show a strategy based on place value.I can write down and explain the steps that I followed as I used the concrete models or drawings to show how I compared numbers.I can order numbers based on value.

Mathematical Practice3. Construct viable arguments and critique the reasoning of others.Learning TargetsI can mentally find 10 more for any two-digit numbers (e.g. 32+10=42).I can mentally find 10 less for any two-digit numbers (e.g. 32-10=22).I can explain why the tens digit increases or decreases by 1 when 10 is added or subtracted.

Mathematical Practice3. Construct viable arguments and critique the reasoning of others.Learning TargetsI can subtract a multiple of 10 from a multiple of 10 (e.g. subtract 90-40).I can explain my strategy for subtracting a multiple of 10 from a multiple of 10.I can explain how subtracting by a multiple of ten is related to

enVisionMATH TextbookTopic 12 Comparing and Ordering Numbers to 10012-1 1 More, 1 Less, 10 More, 10 Less (1.NBT.4, 1.NBT.5, 1.NBT.6)12-2 Making Numbers on a Hundreds Chart (1.NBT.2, 1.NBT.4)12-3 Comparing Numbers with >,<,= (1.NBT.3)12-4 Ordering Numbers on a Hundreds Chart (1.NBT.3)12-5 Number Line Estimation (1.NBT.3)12-6 Before, After, & Between (1.NBT.3)12-7 Ordering 3 Numbers (1.NBT.3)

Vocabulary: 1 more, 1 less, 10 more, 10 less, equal to (=), closest 10, strategies, multiple of 10, concrete model, explain reasoning, comparing

Math tools: number lines, hundreds chart

enVisionMATH Assessments:-Topic Test 12 pages 362-363

addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Number & Operations in Base Ten1.NBT.2. Understand that the two digits of a two-digit number represent amounts of tens and ones.

Number & Operations in Base Ten1.NBT.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, & <.

subtracting the tens digit.

Mathematical Practice6. Attend to precision.Learning TargetI can show numbers between 10 and 100 in groups of tens and ones.Mathematical Practice3. Construct viable arguments and critique the reasoning of others.Learning TargetI can record the comparisons using the symbols >, =, and <.

-Topic 12 Multiple Choice Test Master (can be found in Topic 12 Teacher Resources Masters on pages 75-76)-Topic 6 Free-Response Test Master (can be found in Topic 6 Teacher Resources Masters on pages 77-78)

Number & Operations in Base Ten1.NBT.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:a 10 can be thought of as a bundle of ten ones — called a “ten.”b The numbers from 11 to 19 are composed of a ten and a 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).

Number & Operations in Base Ten1.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.

Mathematical Practice6. Attend to precision.Learning TargetsI can represent 10 as ten ones.I can represent the numbers 11-19 as a ten and some ones.I can show numbers between 10 and 100 in groups of tens and ones.I can represent multiple sets of ten using number names ( 2 tens is 20).I can explain the value of each digit in a two-digit number (place value).


enVisionMATH TextbookTopic 10 Counting & Number Patterns to 10010-1 Making Numbers 11 to 20 (1.NBT.2, 1.NBT.2a, 1.NBT.2b)10-2 Using Numbers 11 to 20 (1.NBT.1, 1.NBT.2)10-3 Counting by 10s to 100 (1.NBT.2c)10-4 Counting Patterns on a Hundreds Chart (1.NBT.1)10-5 Using Skip Counting (1.NBT.1)*Lessons 10-6, 10-7, 10-8 are not common core aligned.

Vocabulary: skip count, digit, hundreds board, tens, ones, two-digit number,

Math tools: number line, hundreds chart, place value arrow cards, tens/ones board, base ten blocks


Geometry1.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.

Geometry1.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.

Mathematical Practice3. Construct viable arguments and critique the reasoning of others.Learning TargetI can explain the difference between defining attributes (e.g. sides, angles, faces) and non-defining attributes (e.g. color, orientations, overall size).I can construct and draw a shape when given defining attributes.

Mathematical Practice3. Model with mathematics.Learning TargetsI can identify two-dimensional and three-dimensional shapes.I can create new shapes using two-dimensional and three-dimensional shapes.

enVisionMATH TextbookTopic 8 Geometry 8-1 Identifying Plane Shapes (1.G.1) 8-2 Properties of Plane Shapes (1.G.1) 8-3 Making New Shapes from Shapes (1.G.2) 8-4 Breaking Apart Shapes to Make Shapes (1.G.2) 8-9 Identifying Solid Figures (1.G.1) 8-10 Flat Surfaces and Corners (1.G.1) 8-11 Sorting Solid Figures (1.G.1)

Vocabulary: sort, side, corner, solid figures, rectangle, square, trapezoid, triangle, half-circle, quarter-circle, cube, rectangular prism, prism, sphere, cylinder, cone, angles, faces, closed, 2-D and 3-D shapes, compose, create

Math tools: attribute blocks


Measurement & Data1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.

Mathematical Practice3. Construct viable arguments and critique the reasoning of others.Learning TargetI can recognize when an object is longer or shorter than another object.

enVisionMATH TextbookTopic 14 Measurement14-1 Comparing and Ordering by Length (1.MD.1)14-2 Using Units to Estimate and Measure Length (1.MD.1)

Measurement & Data1.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.

I can organize these objects by length in order from shortest to longest.I can compare the lengths of two objects by using a third object.

Mathematical Practice5. Use appropriate tools strategically.Learning TargetI can explain how to use a shorter object to measure the length of a longer object and explain why it is important to avoids gaps and overlaps.I can report the length of an object as the total number of shorter objects it takes to span the longer object without gaps and overlaps.

14-3 Using Reasoning (1.MD.2)14-4 Feet and Inches (1.MD.2)14-5 Centimeters (1.MD.2)

Vocabulary: estimate, measure, long, longer, longest, short, short, shortest, tall, taller, tallest, high, higher, highest, standard, non-standard, inch, centimeter, feet, explain, span, gap

Math tools: rulers (with both inch and centimeter), non-standards objects (i.e. paper clips, blocks), journal page


End of Nine Weeks


First Grade Mathematics-4th Nine WeeksTopics and Concepts to be covered during the fourth quarter of the year.




Operations and Algebraic Thinking1.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.

Number & Operations in Base 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:a 10 can be thought of as a bundle of ten ones — called a “ten.”

Number & Operations in Base 1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive/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.

Number & Operations in Base 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 relationships between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding 2-digit numbers, one adds tens & tens, ones & ones; and sometimes it is necessary to compose a ten.

Measurement and Data1.MD.3 Tell and write time in hours and half- hours using analog and digital clocks.

Mathematical Practice1. Make sense of problems and persevere in solving them.Learning TargetI can use mathematical words, symbols and definitions addition and subtraction problems.

Mathematical Practice6. Attend to precision.Learning TargetsI can add in groups of 10.I can add two-digit numbers.I can subtract two-digit numbers.

Mathematical Practice3. Construct viable arguments and critique the reasoning of others.Learning TargetsI can subtract a multiple of 10 from a multiple of 10 (e.g. subtract 90-40).I can explain my strategy for subtracting a multiple of 10 from a multiple of 10.I can explain how subtracting by a multiple of ten is related to subtracting the tens digit.

Mathematical Practice2. Reason abstractly and quantitatively.Learning TargetsI can use concrete models or drawings to show a strategy based on place value.I can write down and explain the steps that I followed as I used the concrete models or drawings to show how I compared numbers.I can order numbers based on value.

Mathematical Practice6. Attend to precision.Learning TargetsI can identify a digital and analog clock.I can identify the hours and minutes on a digital and an analog clock.I can tell how many minutes are in an hour.I can explain why 30 minutes is a half-hour.

enVisionMATH TextbookTopic 20 Adding & Subtracting with Tens &Ones20-1 Adding Groups of 10 (1.OA.1)20-2 Adding Tens on a Hundred Chart (1.NBT.2.a)20-3 Adding Tens to Two-Digit Numbers (1.NBT.2)20-4 Adding to a Two-Digit Number20-5 Subtracting Tens on a Hundreds Chart (1.NBT.6)20-6 Subtracting Tens from Two-Digit Numbers (1.NBT.4)20-7 Subtracting from a Two-Digit Number (1.NBT.6)

Vocabulary: regroup, digit, hundreds board, tens, ones, two-digit number, multiple of 10, composing a ten,

Math tools: journal page, hundreds chart, tens/ones chart, place value blocks,


Number & Operations in Base Ten1.NBT.4 Add within 100, including adding a two-digit number and a one-

Mathematical Practice2. Reason abstractly and quantitatively.Learning Targets

enVisionMATH TextbookTopic 15 Time15-1 Understanding the Hour and Minute

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 relationships 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.

Number & Operations in Base Ten1.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.

Number & Operations in Base Ten1.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.

Number & Operations in Base Ten1.NBT.2. Understand that the two digits of a two-digit number represent amounts of tens and ones.

Number & Operations in Base Ten1.NBT.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, & <.

I can use concrete models or drawings to show a strategy based on place value.I can write down and explain the steps that I followed as I used the concrete models or drawings to show how I compared numbers.I can order numbers based on value.

Mathematical Practice3. Construct viable arguments and critique the reasoning of others.Learning TargetsI can mentally find 10 more for any two-digit numbers (e.g. 32+10=42).I can mentally find 10 less for any two-digit numbers (e.g. 32-10=22).I can explain why the tens digit increases or decreases by 1 when 10 is added or subtracted.

Mathematical Practice3. Construct viable arguments and critique the reasoning of others.Learning TargetsI can subtract a multiple of 10 from a multiple of 10 (e.g. subtract 90-40).I can explain my strategy for subtracting a multiple of 10 from a multiple of 10.I can explain how subtracting by a multiple of ten is related to subtracting the tens digit.

Mathematical Practice6. Attend to precision.Learning TargetI can show numbers between 10 and 100 in groups of tens and ones.Mathematical Practice3. Construct viable arguments and critique the reasoning of others.Learning TargetI can record the comparisons using the symbols >, =, and <.

Hands (1.MD.3)15-2 Telling and Writing Time to the Hour (1.MD.3)15-3 Telling and Writing Time to the Half Hour (1.MD.3)

Vocabulary: analog clock, digital clock, hour, minutes, half-hour, hour hand, minute hand, o'clock, schedule

Math tools: clocks with moveable hands


Geometry1.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.

Mathematical Practice6. Attend to precision.Learning TargetsI can understand that dividing shapes into more equal shares creates smaller shares (part-whole relationship).I can partition (divide) a circle and a rectangle into two and four equal parts.I can describe the equal parts of a circle and rectangle with words (halves, fourths, quarters).

enVisionMATH TextbookTopic 19 Fractional Parts19-1 Making Equal Parts (1.G.3)19-2 Describing Equal Parts of Whole Objects (1.G.3)

Vocabulary: half, halves, half of, fourths, quarters, fourth of, quarter of, whole, equal parts, circle, rectangle, partition/divide, part/whole relationship

Math tools: fraction circles, fraction squares


Money is NOT addressed as a common core standard in first grade. However, Kindergarten students have been exposed to the coins through identification of a penny, nickel, dime, and quarter.

Mathematical Practice3. Construct viable arguments and critique the reasoning of others.Learning TargetI can explain the difference between defining attributes (e.g. sides, angles, faces) and non-defining attributes (e.g. color, orientations, overall size).

enVisionMATH TextbookTopic 13 Counting Money13-1 Value of a Penny and Nickel13-2 Value of Penny, Nickel, and a Dime13-3 Value of a Quarter 13-4 Values of a Half-Dollar and Dollar*Lessons 13-1, 13-2, 13-3, and 13-4 are not

** First graders should learn the value of each of these coins.

I can construct and draw a shape when given defining attributes.

Mathematical Practice3. Model with mathematics.Learning TargetsI can identify two-dimensional and three-dimensional shapes.I can create new shapes using two-dimensional and three-dimensional shapes.

common core aligned.

Vocabulary: penny, nickel, dime, quarter, coin, cents, dollar, half-dollarMath tools: plastic coins, real coins


End of Nine Weeks

First Grade Enduring Understandings and Essential QuestionsTopic Enduring Understandings Essential

Questions1 1. Counting tells us how many are in a set.

2. Numbers are all around us.3. We could not exist without numbers.

1. How do we use numbers every day?2. Where do you see numbers?3. Why would the world be different without numbers?

2 1. Two different numbers can be related using “greater than” or “less than”.2. There is a specific order to a set of whole numbers.3. A number to the right of another number on the number line is the greater number.

1. How can the terms greater than and less than express the relationship between two different numbers?2. How can a group of three or more numbers be ordered?3. How can you use a number line to tell if a number comes before, after, or between other numbers?

3 1. Numbers 6, 7, 8, and 9 can be broken into parts of the whole in different ways.2. Parts of a whole is one interpretation of addition. 3. Joining parts to make a whole is one interpretation of addition.4. Two numbers can be added in any order.5. Some problems can be solved by using objects to act out the actions in the problem.

1. How can the numbers 6, 7, 8, and 9 be shown in different ways?2. How does knowing parts of whole help with addition?3. How can you use joining parts to show an addition sentence?4. How can two or more numbers be added together?5. How can you use manipulatives to act out a word problem?

4 1. A missing part of a whole can be found when the whole and the other part are known.2. Separating parts from a whole is one interpretation of subtraction.3. Comparing two quantities to find how much more/less one quantity is than the other is one interpretation of subtraction.4. Addition and subtraction have an inverse relationship. The inverse relationship between addition and subtraction can be used to find subtraction facts; every subtraction fact has a related addition fact.

1. How can you find a missing part of a whole when you know the other part?2. How can you write a subtraction sentence to show a story about separating?3. How can subtraction be used to compare two groups?4. How are addition and subtraction related?

5 1. The number 10 can be broken in parts of the whole in different ways.2. A missing part of a whole can be found when the whole and the other part are known.3. Some problems can be solved by recording and organizing data in a table and by finding and using numerical patterns in the table.

1. How can 10 be broken up in parts of a whole?2. How can a missing part of a whole be found when the whole and other part is known?3. How can a table be used to solve problems?

6 1. The number relationships of 0, “1 more than”, and “2 more than” are the basis for addition facts with a 0, 1, and 2.2. Doubles facts can be associated with memorable real world situations.3. Basic addition facts that are near-doubles can be found using a related doubles fact.4. Ten can be shown in two parts in different ways and represented using addition number sentences.5. Information in a problem can often be shown using a diagram and used to solve the problem.

1. What are helpful strategies for addition facts with 0, 1, and 2?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 think of 10 to solve an addition problem with a 7, 8, or 9?5. How can drawing a picture help you solve problems and help you check if your answers make sense?

7 1. Addition and subtraction have an inverse relationship. 1. Is there a related addition fact for every subtraction fact?

8 1. Some everyday objects are closeapproximations to geometric solids.

1. How are everyday objects similar to plane shapes and geometric solids?2. How can breaking apart larger shapes make new

smaller shapes?3. How can we show a shape has symmetry?4. How does writing down all the ways of doing something help solve a problem?5. How can attributes be used to sort figures?

9 1. Some patterns consist of shapes or numbers arranged in a unit that repeats.2. Any element in a repeating pattern can be predicted by first identifying the unit that repeats.3. A repeating pattern can be extended by identifying and using the unit that is repeated over and over.

1. How can a repeating pattern be identified and described?2. How can you predict what comes next in a repeating pattern?3. How can a repeating shape pattern be extended?

10 1. The decade numbers are built on groups of ten. The oral names are similar, but not the same as the number of tens counted.2. Skip counting can be used to find the total number of objects in a collection of equal groups.3. Some problems can be solved by identifying elements that repeat in a predictable way.

1. How can you use groups of 10 to count?2. How can you use skip counting to find a total number of objects?3. How can finding a number pattern help you solve a problem?

11 1. Numbers greater than ten can be named in more than one way and have the same value.2. Numbers can be used to tell how many.

1. How can grouping numbers by tens help us add?2. How many ways can you use tens and ones to make the same number?

12 1. 1 more, 1 less, 10 more, 10 less express a relationship between two numbers.2. Place value can be used to compare and order numbers.3. Two-digit numbers that do not end in 5 are closer to either the previous or to the next multiple of 10.4. The position words before, after, and between can be used to explain number relationships.5. Ordering 3 or more numbers is similar to comparing 3 numbers because each number must be compared to each of the other numbers.6. Some problems can be solved by generating a list of outcomes and organizing that list in a systematic way so all outcomes are accounted for.

1. How is a number changed when its ones digit is changed by 1 or its tens digit is changed by 1?2. For any two-digit numbers, how can you identify the greater number?3. How do you estimate the location of two-digit numbers on the number line?4. How do ones digits help you decide what number comes between two given numbers?5. How is ordering three numbers similar to comparing two numbers?6. How does listing all the possible ways to do something help to solve a problem?

13 1. Specific coins each have a unique value.2. Money amounts can usually be counted in different ways.

1. How can the value of a coin be determined?2.) What is the best way to count money?

14 1. Measurement is a process of comparing units to the object being measured.2. Some problems can be solved by reasoning about conditions in the problems.3. Different units can be used to measure length.4. Objects can be compared and ordered by size.5. Mass is a measure of the quantity of matter in an object.

1. How can you compare and then order concrete objects according to length?2. How can you estimate and measure length with nonstandard units?3. How does the length of the unit of measure affect the number of units needed to measure an object’s length?4. How can the weight of different objects be compared?5. How can you use something that weighs 1 pound to estimate how much objects weigh?

15 1. Minutes, hours, and days are units that can be used to estimate and order time durations.2. Days, weeks, and months are units of time and they are shown on a calendar.

1. What are the different ways to estimate time?2. What are some different ways to measure time durations?

16 1. Doubles facts can be associated with memorable real world situations.2. Basic addition facts that are near-doubles can be found using a related doubles fact.3. Sometimes the answer to one problem/question is needed to find the answer to another problem/question.4. Three numbers can be grouped and added in any order.5. Recording information in a table can help one understand and solve some problems.

1. How can you identify and complete doubles facts?2. What strategies can be used to find the sums of doubles plus 2 facts?3. How can the answer to one problem be used as information needed to solve another problem?4. How can you add three numbers?5. How can a table help you organize information and find different solutions?

17 1. Addition and subtraction are related operations.2. Every addition fact has an inverse subtraction fact.

1. What are related facts?2. How can you use addition to solve subtraction?3. How can you identify and addition fact that can help you solve a subtraction problem?

18 1. Different graphs should be used for different data. 1. Which is the best graph to use?

19 1. A region can be divided into equal sized parts in different ways.2. Equal sized parts of a region have the same area but not necessarily the same shape.

1. How can a shape be divided into equal parts?2. How can equal sized parts of a region be the same area but not necessarily the same shape?3. How can equal parts of a set have the same number of

3. Equal parts of a set have the same number of objects in each part.

objects in each part?

20 1. Adding groups of 10 is similar to adding numbers less than 10.2. The traditional algorithm for adding a two-digit number and a one-digit number starts by adding the ones.3. Some problems have missing data needed to find the answer and some problems have extra data not needed to find the answer.

1. How is adding groups of 10 similar to adding numbers less than 10?2. How do you know when to regroup when adding to a two-digit number?3. How do you know if some of the information in a problem is not needed to solve the problem?

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