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1st Grade MathCalendar: time, collect and record data, schedule, yearlong calendar, weather chart,Supplement: Bridges Calendar pieces and number of the day

Month: September (19 days)

STANDARDS:

NBT.1 Count to 120, starting with any number. Read and write numbers and their names

1.0A.5 Relate counting to addition and subtraction. Count forward and backwards, skip count, count up and down by 1, 2, 3, 5, 10.

1.0A.6 Add and subtract within 20, fluency within 10 (make ten, decompose a number, relationship between addition and subtraction, equation sums)

NBT.3 compare two two-digit numbers based on meanings of the tens and ones digits, record the results with >, <, =

1.0A.7 Understand the meaning of the equal signs and determine if equations involving addition are true or false

1.0A.2 Solve word problems that

1.0A.3 Apply properties of operation as strategies to add and subtract.

CURRICULUM:

Unit 1 Inv. 1 (4 days) Inv. 2 (8 days) Inv. 3 (7 days)

1st Grade Math Month:UNIT 1 OVERVIEW:In this first number unit in Grade 1, students count, order, compare quantities and work with the operation of addition. Students also work on finding addition combinations up to 10 and learn to make sense of and solve story problems. They are introduced to several of the classroom routines that practice and reinforce work with counting, developing visual images of number, collecting data and working with concepts of time (calendar/clock).

INVESTIGATIONS GAMES:Unit 1:Exploration of Math ManipulativesCollect 20 togetherStaircasesCompareCompare dotsOrdering NumbersPlus or Minus Bingo (move if needed)Double CompareDouble Compare DotsFive-in-a-RowRoll and Record: AdditionSeven Peas and CarrotsNine Peas and Carrots*Games listed are for all of unit 1, so some may not be covered this month.

VOCABULARY:Inv. 1: schedule, estimate, calendar, dataInv. 2: count, number line, smallest, largest, in-order, more, larger, counting back, image, greater than, less than, equal toInv. 3: more, fewer, sum, plus, equal, plus, add, equation, counting-all, counting-on, combine

SUPLEMENTS:Fact Fluency (Mad Minute, Fact Families)Bridges GamesSpin and WriteWhich Numeral Will Win? 1-4? 5-8?Bugs in the Garden AdditionSpin & AddAdd and Compare


Month: October

STANDARDS:* See September for Unit 1 standards

1.G.1 Distinguish between defining attributes (triangles are closed and three sided) versus non-defining attributes (color, orientation, 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 to create a composite shape and compose new shapes from the composite shape.

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.

CURRICULUM:

Unit 1: Inv. 4 (7 days)

Unit 2: Inv. 1 (7 days) Inv. 2 (5 days) *skip Inv. 3

Unit 3: Inv. 1 (3 days)

1st Grade Math Month: October

UNIT 2 OVERVIEW:This geometry unit focuses on two-dimensional shapes and the relationships between them. Students observe, describe, compare, classify, represent, and compose and decompose 2-

INVESTIGATION GAMES:Unit 1: See September

Unit 2:

D shapes. Students learn to use geometric language to describe and identify important features of familiar 2-D shapes. As they sort and describe groups of shapes, they begin to distinguish specific attributes of triangles and quadrilaterals. The Shapes software is introduced as a tool for extending and deepening this work. This tool is designed for k-2 students to explore how different shapes go together, experiment with different sorts of geometric transformations (rotations, translations, reflection), explore patterning and investigate symmetry.

Pattern BlocksGeoboardsShapes softwareFilling with More and Fewer

VOCABULARY:Inv. 1: geometry, triangle, rectangle, square, circle, two-dimensional, hexagon, rhombus

Inv. 2: quadrilateral

SUPPLEMENTS (BRIDGES GAMES):

Fact Fluency (Mad Minute, Fact Families)

Pattern Block PuzzlesLast Shape In WinsPattern Block Find and FillHow Many Triangles Does it Take?Pattern Reflections


Month: November

STANDARDS:1.0A.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

1.0A.7 Understand the meaning of the equal sign and determine if equations involving addition and subtraction are true or false.

CURRICULUM:Unit 3 Inv. 1 (6 days) * add 1.0A.1 Inv. 2 (3 days) Inv. 3 (5 days) Inv. 4 (3 day)

1.0aA.4 Understand subtraction as a unknown-addend problem

1NBT.1 Count to 120, starting with any number less than 120. Read and write numerals and represent a number of objects with a written numeral.

1.0A.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.

1.0A.3 Apply properties of operations as strategies to add and subtract

1.0A.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2)

1.0A.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (8+6+=8+2+4=10+4=14); decomposing a number leading to a ten (13-4=13-3-1=10-1=9), using the relationship between addition and subtraction (knowing that 8+4=12, one knows 12-8=4) and creating equivalent but easier or known sums (adding 6+7 by creating the known equivalent 6+6+1=12+1=13)

1.0A.8 Determine the unknown whole number in an addition or subtraction equation relating 3 whole numbers

1st Grade Math Month: NovemberUNIT 3 OVERVIEW:This unit focuses on counting to higher numbers (forward and back, counting sets of objects, comparing larger quantities, composing and decomposing numbers, and finding all the two-addend combinations of a number.) Students revisit familiar addition activities with variations that encourage counting on, and they are introduced to the operation of subtraction. Through games and story problems, student’s work focuses on developing an understanding of addition and subtraction, using numbers and notation to represent these operations, and developing strategies for solving addition and subtraction problems.

INVESTIGATION GAMES:Counting stripsHow Many Am I Hiding?Counters in a CupDot AdditionHow Many Tiles are Our Feet?Counting StripsMissing Numbers

VOCABULARY:Inv. 1: number line, combinations, plus, add, equals, counting-on, sum, more, fewer, equal sign

Inv. 2: subtract, take away, more than, less than, counting backwards, minus sign, subtraction sign.

Inv. 3: greater than, less than, digit, subtract, minus

SUPPLEMENTS:Fact Fluency (Mad Minute, Fact Families)Bridges GamesBugs in the House SubtractionHungry Shark SubtractionOld Orca SubtractionCount and Compare Coins


Month: December

STANDARDS:Unit 3: see November for standards

NBT.1 Count to 120, starting with any number. Read and write numbers and their names.

1.G.1 Distinguish between defining attributes (triangles are closed and three-sided) versus non-defining attributes (color, orientation, overall size); build and draw shapes to possess defining attributes

1.NBT.3 Compare two two-digit numbers based on meaning of the tens and ones digits, recording the results of comparisons

CURRICULUM:Unit 3 Inv. 4 (5 days) *continued from last monthUnit 4 Inv. 1 (4 days) Inv. 2 (5 days)*skip Inv. 3

with the symbols >, =, and <.

MD3 Tell and write time in hours and half hours using analog and digital clocks.

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 in a one category than in another.

1st Grade Math Month: December

UNIT 4 OVERVIEW:Students pose questions and collect and sort information about data. They make representations of their finding and share them with others. Students sort a group of objects according to a given attribute.

INVESTIGATION GAMES:Guess My RuleSorting: Power PolygonsSorting ButtonsWould You Rather Be An Eagle Or a Whale?Collecting Data

VOCABULARY:Inv. 1: survey, data, sorting, describe, attribute

Inv. 2: survey, data, equations, representation, tally mark

SUPPLEMENTS:Fact Fluency (Mad Minute, Fact Families)Bridges Games:Clocks Match GameTally Mark Match GameDigital and Analog Clocks-Make a matching game with times to ½ hour2 Column Graph3 Column Graph


Month: January

STANDARDS:Unit 5:1.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; by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

NBT.1 Count to 120, starting with any number. Read and write numbers and their names.1.NBT.3 Compare two two-digit numbers based on meaning of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

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 composite shape and compose new shapes from the composite shape. Students do not need to learn formal names such as “right rectangular prism”

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 share creates smaller shares

M.D.2 Express the length of an object as a whole number of lengths units, by laying multiple copies of the shorter object end to end; understand that the length measurement of an object is the number of same-size lengths units that span it with no gaps or overlap.MD3 Tell and write time in hours and half hours using analog and digital clocks.

CURRICULUM:Unit 5: Inv. 1 (6 days) Inv. 2 (5 days)

Unit 6: Inv. 1 (7 days) *add page 3A or C42 (halves for review), ad 1.8A and 1.8B

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 in a one category than in another.*See February for unit 6 standards

1st Grade Math Month:UNIT 5 OVERVIEW:This unit focuses on developing the ideas about linear measurement, which include understanding what length is and developing a foundation of skills for accurate linear measurement using nonstandard and standard units. As students measure with a variety of units, they investigate the idea that different-sized units result in different measurements. Using a real-world context, students’ measure with inch tiles and grapple with the idea of partial units and “at laws as long as,” ideas that are important in both measurement and number operations. They also solve story problems, which involve comparing length.

INVESTIGATION GAMES:Measuring with kid stepsMeasuring JumpsMeasuring With Different Units

1st Grade MathCalendar: : time, collect and record data, schedule, yearlong calendar, weather chart,Supplement: Bridges Calendar pieces and number of the day

Month: February

STANDARDS:Unit 6:1.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; by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1.OA.2 Solves word problems that call for addition of three whole numbers whose sum is less than or equal to 20, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1.0A.3 Apply properties of operations as strategies to add and subtract. (Students need not use formal terms.) Examples: If 8+3=11 is known, then 3+8+=11 is also known. To add 2+6+4, the second two numbers can be added to make a ten, so 2+6+4=2+10=12.1.OA.4 Understand subtractions as an unknown-addend problem. For examples, subtract 10-8 by finding the number that makes 10 when added to 8.1.0A.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (8+6=8+2+4=10+4+14) decomposing a number leading to ten (13-4=13-3-1=10-1=9); using the relationship between addition and subtraction (knowing that 8+4=12, one knows 12-8=4) and creating equivalent but easier or know sums (adding 6+7 by creating the know equivalent 6+6+1+12+1=13)1.0A.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.1.0A.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8+?=11NBT.1 Count to 120, starting with any number. Read and write numbers and their names.1NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. 10 can be thought of as a bundle of ten ones called a “ten”MD3 Tell and write time in hours and half hours using analog and digital clocks.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 in a one category than in another.

*See Unit 7 standards in March

CURRICULUM:

Unit 6 Inv. 1 (2 days) Inv. 2 (6 days) *add 2.6A Inv. 3 (8 days)

Unit 7 Inv. 1 (3 days)

1st Grade Math Month: FebruaryUNIT 6 OVERVIEW:Students work on composing numbers with two and three

INVESTIGATION GAMES:Three Towers

addends, and in a variety of contexts, they work with combinations that equal 10 and explore relationships among those combinations. The addition and subtraction work of this unit continues to focus on making sense of the operations of addition and subtractions, practicing adding and subtracting single-digit numbers, and solving addition and subtraction story problems. There is a focus on naming and comparing different strategies used for solving problems such as counting all, counting back and using known-number combinations. Students also discuss how different tools such as objects, the number line, and 100 chart can be used to model and solve problems.

Make 10

VOCABULARY:Inv. 1: equation, equal sign, story problems, more, fewer, combine, plus sign, ten-frame, equation, combination

Inv. 2: more, addition

Inv. 3: sum, add, minus, count-on, count-back, count-up, count-all

SUPPLEMENTS:

Bridges:Number and Ten Frames BingoRace You to 100Ten and More


Month: March

STANDARDS:Unit 7NBT.1 Count to 120, starting with any number. Read and write numbers and their names.

CURRICULUM:Unit 7 Inv. 1 (5 days)

1.NBT.3 Compare two two-digit numbers based on meaning of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.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; by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1.OA.2 Solves word problems that call for addition of three whole numbers whose sum is less than or equal to 20, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1.0A.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (8+6=8+2+4=10+4+14) decomposing a number leading to ten (13-4=13-3-1=10-1=9); using the relationship between addition and subtraction (knowing that 8+4=12, one knows 12-8=4) and creating equivalent but easier or know sums (adding 6+7 by creating the know equivalent 6+6+1+12+1=13)1.0A.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8+?=111.0A.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.MD3 Tell and write time in hours and half hours using analog and digital clocks.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 in a one category than in another.

Inv. 2 (7 days)Unit 8 Inv. 1 (3 days) *skip session 1.3 *add session 1.2A

1st Grade Math Month: MarchUNIT 7 OVERVIEW:Students make, describe, and extend repeating patterns. As they analyze the regularities of these patterns and identify the unit of the pattern that repeats, they build an understanding of what makes patterns predictable. They use this information to determine what comes next or what comes several steps ahead in a repeating pattern. Students also work on constructing, describing, and extending number sequences with a constant increase generated by various problem contexts.

INVESTIGATION GAMES:Cube Patterns: What Comes Next?Cube Patterns: What Comes Here?Body Movement PatternsCube Trains: What Comes Here?

VOCABULARY:Inv. 1: repeating patternsInv. 2: triangle, square, trapezoid, hexagon

SUPPLEMENTS:SUPPLEMENTS:Fact Fluency (Mad Minute, Fact Families)Bridges Games:Fraction Bingo


Month: April

STANDARDS:Unit 8NBT.1 Count to 120, starting with any number. Read and write numbers and their names.

1NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. 10 can be thought of as a bundle of ten ones called a “ten” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. The numbers 10,20,30,40,etc. refer to one, two, three, four, five, six, seven, eight, nine.

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; by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

1.OA.2 Solves word problems that call for addition of three whole numbers whose sum is less than or equal to 20, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

CURRICULUM:

Unit 8 Inv. 1: (1 day) Inv. 2: (8 days) *include 35A or C72 Daily Practice Sheets Inv. 3: (6 days) *add 39A or c73 Daily Practice pages on hour/half hour *Add Inv. 4A (5 days)

Unit 9 Inv. 1 (2 days)

1.OA.5 Relate counting to addition and subtraction (by counting on 2 to add2)

1.0A.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (8+6=8+2+4=10+4+14) decomposing a number leading to ten (13-4=13-3-1=10-1=9); using the relationship between addition and subtraction (knowing that 8+4=12, one knows 12-8=4) and creating equivalent but easier or know sums (adding 6+7 by creating the know equivalent 6+6+1+12+1=13)

1.0A.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.

1.0A.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8+?=11

MD3 Tell and write time in hours and half hours using analog and digital clocks.

1st Grade Math Month: AprilUNIT 8 OVERVIEW:Students revisit the number sequence as they count and write number to 100 and beyond. Students work on achieving fluency with the two-addend combinations of ten, they are introduced to ideas about equivalence (8+5=10+3), and they engage in activities that highlight the importance of ten in our Base 10 number system. As students work with contexts that provide opportunities to count by groups of 2s, 5s, and 10s, they think about ways to organize objects so that they are easier to count and combine, and they begin to make sense of what it means to count by equal groups.

INVESTIGATIONS GAMES:Ten Turns Missing NumbersCounting StripsSquares: Ones, Twos, FivesHow Many SquaresRoll TensTen PlusMake 10Ten Go FishHow Many Cubes?Plus or minus 10 on the Minus ChartAdding One to Ten CubesAdding TensBuild and RemoveHow Many Now?How Many Squares?

VOCABULARY:Inv. 1: counting-on

Inv. 2: addition, equation, combine

Inv: 3: addition, notation, addend, less than, equals, combination, the same as

SUPPLEMENTS:Teacher choice place value supplementsBridges Games:Place Value PuzzlesPlace Value Matching GamePlace Value Triple roll or Double Roll


Month: May

STANDARDS:Unit 91.G.1 Distinguish between defining attributes (triangles are closed and three-sided) versus non-defining attributes (color, orientation, overall size), build and draw shapes to possess defining attributes.1.NBT.3 Compare two two-digit numbers based on meaning of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.MD3 Tell and write time in hours and half hours using analog and digital clocks.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 in a one category than in another.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 composite shape and compose new shapes from the composite shape. Students do not need to learn formal names such as “right rectangular prism”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; by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1.OA.2 Solves word problems that call for addition of three whole numbers whose sum is less than or equal to 20, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1.0A.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (8+6=8+2+4=10+4+14)

CURRICULUM:Unit 9 Inv. 1 (6 days) Inv. 2 (4 days) * skip 2.3, 2.4, 2.5, 2.6, 2.7 * You have 11 days for reviewing, etc. this month and 9 days in the month of June. Also note you may use them earlier in the year for assessment, reviewing, swimming etc.

decomposing a number leading to ten (13-4=13-3-1=10-1=9); using the relationship between addition and subtraction (knowing that 8+4=12, one knows 12-8=4) and creating equivalent but easier or know sums (adding 6+7 by creating the know equivalent 6+6+1+12+1=13)1.0A.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8+?=11

1st Grade Math Month: MayUNIT 9 OVERVIEW:This second geometry unit in first grade focuses on three-dimensional shapes and relationships between them. Students observe, describe, compare, classify, represent, and build with 3-D shapes. The develop vocabulary for naming and describing 3-D shapes and explore the relationship between 2-D and 3-D shapes. In this unit, students focus on the attributes of rectangular prisms.

INVESTIGATION GAMES:Geoblock Footprints

VOCABULARY:Inv. 1: geometry, footprint, faceInv. 2: three-dimensional, two-dimensional

SUPPLEMENTS:

1st Grade MathCalendar:

Month:

STANDARDS: CURRICULUM:

1st Grade Math Month:SUBSKILLS: SUPPLEMENTS:

VOCABULARY: NOTES:

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