objective (students will be able to ... - sharpschool
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Grade Level/Course: Quarter Taught:
Standard:
Domain:
Cluster
Type:
Vocabulary:
Resources Product Target AssessmentWord Problems:
http://softschools.com/math/games/mgame2.js
p
Various add/sub:
http://softschools.com/grades/1st_grade/math/
Various add/sub:
http://jmathpage.com/JIMSNumberaddsubtract.h
tml
Determines appropriate representations for solving word
problems involving different situations using addition and
subtraction
I can find the operation and numbers
to solve word problems. I can write an
equation.
Interprets situations to solve word problems with
unknowns in all positions within 20 using addition and
subtraction I can figure out the missing number for
addition and subtraction sentences.
adding to, taking from, putting together, taking apart, comparing, unknown, sum, less than, equal too, minus, subtract, the same amount as, symbols: -, +, = (joining and separating)
Use symbol for an unknown number in an
addition or subtraction problem within 20
Solve word problems using addition and subtraction within
20 I can add and subtract to 20.
Look for and make
use of structure. (I
can use what I
already know about
math to solve the
problem).
Look for and express regularity in repeated reasoning. (I
can use a strategy that I use to solve another math
problem.)
Knowledge Targets Objective (Students will be able to….): Kid Friendly objective:
1st Grade
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. (2) (2) See Common core
State Standards Glossary, Table 1.
Operations and Algebraic Thinking
Represent and solve problems involving addition and subtraction.
Knowledge Reasoning Performance Skill Product DOK
Construct viable arguments
and critique the reasoning of
others. (I can make a plan,
called a strategy, to solve the
problem and discuss other
students' strategies too.)
Make sense of problems
and persevere in solving
them. ( I can try many
times to understand and
solve a math problem)
Reason abstractly and
quantitatively. (I can think
about the math problem
in my head, first).
Model with
mathematics. (I can use
math symbols and
numbers to solve the
problem.)
Use appropriate
tools strategically. (I
can use math tools,
pictures, drawings,
and objects to solve
the problem.)
Attend to precision. (I can
check to see if my
strategy and calculations
are correct.)
Grade Level/Course: Quarter Taught:
Standard:
Domain:
Cluster
Type:
Vocabulary:
Resources Product Target AssessmentAdd’em up:
http://www.netrover.com/~kingskid/addemup/adde
mup.htm
Know how to add three whole numbers
whose sum is less than or equal to 20.
Solve word problems that call for addition of three whole
numbers whose sum is less than or equal to 20 I can use 3 digits to add to 20.
Knowledge Targets Objective (Students will be able to….): Kid Friendly objective:
1st Grade
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
Represent and solve problems involving addition and subtraction
Knowledge Reasoning Performance Skill Product DOK
adding to, taking from, putting together, taking apart, comparing, unknown, sum, less than, equal too, minus, subtract, the same amount as, symbols: -, +, = (joining and
separating)
Look for and make
use of structure. (I
can use what I
already know about
math to solve the
problem).
Look for and express regularity in repeated reasoning. (I
can use a strategy that I use to solve another math
problem.)
Make sense of problems
and persevere in solving
them. ( I can try many
times to understand and
solve a math problem)
Reason abstractly and
quantitatively. (I can think
about the math problem
in my head, first).
Construct viable arguments
and critique the reasoning of
others. (I can make a plan,
called a strategy, to solve the
problem and discuss other
students' strategies too.)
Model with
mathematics. (I can use
math symbols and
numbers to solve the
problem.)
Use appropriate
tools strategically. (I
can use math tools,
pictures, drawings,
and objects to solve
the problem.)
Attend to precision. (I can
check to see if my strategy
and calculations are
correct.)
Grade Level/Course: Quarter Taught:
Standard:
Domain:
Cluster
Type:
Vocabulary:
Resources Product Target AssessmentMath Shoot out
http://www.abcya.com/math_facts_game.htm
www.coolmath4kids.com/addition/index.html
Skater Math:
http://hoodamath.com/games/skatermath.php
Explain how properties of operation
strategies work.
Apply strategies using properties of operations to solve
addition and subtraction problems
I can use different ways to add and
subtract.
Objective (Students will be able to….): Kid Friendly objective:
1st Grade
1.OA.3 Apply properties of operations as strategies to add and subtract. (3) 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.)
(3) Students need not use formal terms for these properties.
Operations and Algebraic Thinking
Understand and apply properties of operations and the relationship between addition and subtraction.
Knowledge Reasoning Performance Skill Product DOK
Look for and make
use of structure. (I
can use what I already
know about math to
solve the problem).
Look for and express regularity in repeated reasoning. (I
can use a strategy that I use to solve another math
problem.)
order, first, second, reversals, difference, unknown, joining, separating, adding, plus, minus, take away, adding to, taking apart, comparing, sum, less than, equal to, more than,
subtract
Make sense of problems
and persevere in solving
them. ( I can try many
times to understand and
solve a math problem)
Reason abstractly and
quantitatively. (I can think
about the math problem
in my head, first).
Construct viable arguments
and critique the reasoning of
others. (I can make a plan,
called a strategy, to solve the
problem and discuss other
students' strategies too.)
Model with mathematics.
(I can use math symbols
and numbers to solve the
problem.)
Use appropriate
tools strategically. (I
can use math tools,
pictures, drawings,
and objects to solve
the problem.)
Attend to precision. (I can
check to see if my strategy
and calculations are
correct.)
Knowledge Targets
Grade Level/Course: Quarter Taught:
Standard:
Domain:
Cluster
Type:
Vocabulary:
Resources Product Target AssessmentAddition Tiles:
http://resources.oswego.org/games/SumSense/sumadd.ht
ml
Various add/sub:
http://softschools.com/grades/1st_grade/math/
Explain the relationship of addition and subtraction.
I can use different strategies to add and
subtract.
Identify the unknown in a subtraction
problem Solve subtraction problems to find the missing addend. I can subtract with a missing number.
Knowledge Targets Objective (Students will be able to….): Kid Friendly objective:
1st Grade
1.OA.4 Understand subtractions as a unknown-addend problem. For example, subtract 10-8 by finding the number that makes 10 when added to 8.
Operations and Algebraic Thinking
Understand and apply properties of operations and the relationship between addition and subtraction.
Knowledge Reasoning Performance Skill Product DOK
order, first, second, reversals, difference, unknown, joining, separating, adding, plus, minus, take away, adding to, taking apart, comparing, sum, less than, equal to, more than,
subtract
Look for and make
use of structure. (I can
use what I already
know about math to
solve the problem).
Look for and express regularity in repeated reasoning. (I can use a
strategy that I use to solve another math problem.)
Make sense of problems
and persevere in solving
them. ( I can try many
times to understand and
solve a math problem)
Reason abstractly and
quantitatively. (I can think
about the math problem in
my head, first).
Construct viable arguments
and critique the reasoning of
others. (I can make a plan,
called a strategy, to solve the
problem and discuss other
students' strategies too.)
Model with mathematics.
(I can use math symbols
and numbers to solve the
problem.)
Use appropriate
tools strategically. (I
can use math tools,
pictures, drawings,
and objects to solve
the problem.)
Attend to precision. (I can
check to see if my strategy
and calculations are
correct.)
Grade Level/Course: Quarter Taught:
Standard:
Domain:
Cluster
Type:
Vocabulary:
Resources Product Target AssessmentRib bit Addition: http://www.coolmath-games.com/0-feed-
fribbit-addition/index.html
Various add/sub:
http://jmathpage.com/JIMSNumberaddsubtract.html
Harcourt Math:
http://harcourtschool.com/menus/math2004/math2004_g
r1.html
Know how to count on and count back
Explain how counting on and counting back relate to addition
and subtraction.
I can add and subtract by counting on
and counting back.
Objective (Students will be able to….): Kid Friendly objective:
1st Grade
1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2)
Operation and Algebraic Thinking
Add and subtract within 20
Knowledge Reasoning Performance Skill Product DOK
Look for and make
use of structure. (I can
use what I already
know about math to
solve the problem).
Look for and express regularity in repeated reasoning. (I can use a
strategy that I use to solve another math problem.)
addition, subtraction, counting all, counting on, counting back
Make sense of problems
and persevere in solving
them. ( I can try many
times to understand and
solve a math problem)
Reason abstractly and
quantitatively. (I can think
about the math problem in
my head, first).
Construct viable arguments
and critique the reasoning of
others. (I can make a plan,
called a strategy, to solve the
problem and discuss other
students' strategies too.)
Model with mathematics.
(I can use math symbols
and numbers to solve the
problem.)
Use appropriate
tools strategically. (I
can use math tools,
pictures, drawings,
and objects to solve
the problem.)
Attend to precision. (I can
check to see if my strategy
and calculations are
correct.)
Knowledge Targets
Grade Level/Course: Quarter Taught:
Standard:
Domain:
Cluster
Type:
Vocabulary:
Resources Product Target AssessmentRenaissance: Math Facts in a Flash
Building Fluency:
http://www.mathwire.com/numbersense/bfacts.html
First Grade Math Games: http://www.dr-mikes-math-
games-for-kids.com/first-grade-math- games.html
Subtract fluently within 10
I know my subtraction facts to 10. I am
learning to subtract to 20.
Add fluently within 10 Apply strategies to add and subtract within 20.
I know my addition facts to 10. I am
learning to add to 20.
Objective (Students will be able to….): Kid Friendly objective:
1st Grade
1.OA.6 Add and subtract with in 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 = 13).
Operations and Algebraic Thinking
Add and Subtract within 20
Knowledge Reasoning Performance Skill Product DOK
Look for and make
use of structure. (I
can use what I
already know about
math to solve the
problem).
Look for and express regularity in repeated reasoning. (I can
use a strategy that I use to solve another math problem.)
addition, subtraction, counting all, counting on, counting back
Make sense of problems
and persevere in solving
them. ( I can try many
times to understand and
solve a math problem)
Reason abstractly and
quantitatively. (I can think
about the math problem
in my head, first).
Construct viable arguments
and critique the reasoning of
others. (I can make a plan,
called a strategy, to solve the
problem and discuss other
students' strategies too.)
Model with
mathematics. (I can use
math symbols and
numbers to solve the
problem.)
Use appropriate
tools strategically. (I
can use math tools,
pictures, drawings,
and objects to solve
the problem.)
Attend to precision. (I can
check to see if my strategy
and calculations are
correct.)
Knowledge Targets
Grade Level/Course: Quarter Taught:
Standard:
Domain:
Cluster
Type:
Vocabulary:
Resources Product Target AssessmentNumber Balance KSL:
http://www.crickweb.co.uk/ks1numeracy.html#nbKS1
Addition Balance Equations:
http://www.softschools.com/math/addition/balance_
equations/
Explain the meaning of an equal sign (the
quantity on each side of the equality symbol
is the same).
Compare the values on each side of an equal sign. I know if an equation is equal or not
equal.
Determine if the equation is true or false. I can figure out if an equation is true or
false.
Objective (Students will be able to….): Kid Friendly objective:
1st Grade
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.
Operations and Algebraic Thinking
Work with addition and subtraction equations.
Knowledge Reasoning Performance Skill Product DOK
Look for and make
use of structure. (I
can use what I
already know about
math to solve the
problem).
Look for and express regularity in repeated reasoning. (I can
use a strategy that I use to solve another math problem.)
equations, equal, the same amount/quantity as, true, false, not equal
Make sense of problems
and persevere in solving
them. ( I can try many
times to understand and
solve a math problem)
Reason abstractly and
quantitatively. (I can think
about the math problem
in my head, first).
Construct viable arguments
and critique the reasoning of
others. (I can make a plan,
called a strategy, to solve the
problem and discuss other
students' strategies too.)
Model with
mathematics. (I can use
math symbols and
numbers to solve the
problem.)
Use appropriate
tools strategically. (I
can use math tools,
pictures, drawings,
and objects to solve
the problem.)
Attend to precision. (I can
check to see if my strategy
and calculations are
correct.)
Knowledge Targets
Grade Level/Course: Quarter Taught:
Standard:
Domain:
Cluster
Type:
Vocabulary:
Resources Product Target AssessmentAddition up to 18:
http://interactive.onlinemathlearning.com/addition_f
acts.php?action=generate&sum=18&numProblems=1
0
Kid Friendly objective:
Determine the missing value in an addition or subtraction
equation by using a variety of strategies.
I can find the missing number in an
addition or subtraction problem.
Look for and express regularity in repeated reasoning. (I can
use a strategy that I use to solve another math problem.)
Look for and make
use of structure. (I
can use what I already
know about math to
solve the problem).
Model with
mathematics. (I can use
math symbols and
numbers to solve the
problem.)
Use appropriate
tools strategically. (I
can use math tools,
pictures, drawings,
and objects to solve
the problem.)
Attend to precision. (I can
check to see if my strategy
and calculations are
correct.)
Recognize part-part-whole relationships of
three whole numbers
Example:
+ 5 = 8
5 = - 3
In each instance the 3 and 5 represent the
parts and the 8 would be representative of
the whole.
Make sense of problems
and persevere in solving
them. ( I can try many
times to understand and
solve a math problem)
Knowledge Targets Objective (Students will be able to….):
Reason abstractly and
quantitatively. (I can think
about the math problem
in my head, first).
Construct viable arguments
and critique the reasoning of
others. (I can make a plan,
called a strategy, to solve the
problem and discuss other
students' strategies too.)
1st Grade
1.OA.8 Determine the unknown whole number in an addition or subtracting equation relating to three whole numbers. For example, determine the unknown number that
makes the equation true in each of the equations 8 + ? = 11, 5 = ? - 3, 6 + 6 = ? .
Operations and Algebraic Thinking
Work with addition and subtraction equations.
Knowledge Reasoning Performance Skill Product DOK
equations, equal, the same amount/quantity as, true, false, not equal
Grade Level/Course: Quarter Taught:
Standard:
Domain:
Cluster
Type:
Vocabulary:
Resources Product Target AssessmentWriting Numerals: http://www.ixl.com/math/grade-
1/writing-numbers-in-words
Cookie Dough Speller:
http://www.funbrain.com/numwords/index.html
Writing Numerals up to 1000:
http://www.ixl.com/math/grade-2/write-numbers-up-
to-1000
I can skip count by 1s, 2s, 5s, and 10s.
Demonstrate skip counting by 1s, 2s, 5s, and 10s. I can read the numerals up to 120.
Write numerals up to 120.
Represent a number of objects up to 120 with a written
numeral.
I can read, count and write numbers to
120, starting at any number less than
120.
Knowledge Targets Objective (Students will be able to….): Kid Friendly objective:
Ist Grade
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.
Numbers and Operations in Base Ten
Extend the counting sequence
Knowledge Reasoning Performance Skill Product DOK
number words 0-120
Look for and make
use of structure. (I
can use what I
already know about
math to solve the
problem).
Look for and express regularity in repeated reasoning. (I can
use a strategy that I use to solve another math problem.)
Make sense of problems
and persevere in solving
them. ( I can try many
times to understand and
solve a math problem)
Reason abstractly and
quantitatively. (I can think
about the math problem
in my head, first).
Construct viable arguments
and critique the reasoning of
others. (I can make a plan,
called a strategy, to solve the
problem and discuss other
students' strategies too.)
Model with
mathematics. (I can use
math symbols and
numbers to solve the
problem.)
Use appropriate
tools strategically. (I
can use math tools,
pictures, drawings,
and objects to solve
the problem.)
Attend to precision. (I can
check to see if my strategy
and calculations are
correct.)
Grade Level/Course: Quarter Taught:
Standard:
Domain:
Cluster
Type:
Vocabulary:
Resources Product Target AssessmentTens an Ones: http://www.ixl.com/math/grade-
2/place-value-models-tens-and-ones
Place Value:
http://www.softschools.com/math/place_value/gam
es/tens_and_ones/
Pace Value: http://www.ixl.com/math/grade-1/count-
tens-and-ones-up-to-30
http://www.mathlearningcenter.org/resources/b
log/201011/five-ten-frame- online-games
10 Frame Activities: http://www.k-
3teacherresources.com/math-activities-tens-frame-
cards.html
Identify a bundle of 10 ones as a "ten".
Represent the numbers 20, 30, 40, 50, 60, 70, 80, and 90 as
composed of the correct number of tens.
I can identify and make groups of 10s to
120.
Explain what each digit of a two-digit
number represents.
Represent numbers 11 to 19 as composed of a ten and
correct number of ones.
I can make numbers 11-19 with tens and
ones.
Objective (Students will be able to….): Kid Friendly objective:
1st Grade
1.NBT.2abc 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 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 and Operations in Base Ten
Understand place value
Knowledge Reasoning Performance Skill Product DOK
Look for and make
use of structure. (I
can use what I
already know about
math to solve the
problem).
Look for and express regularity in repeated reasoning. (I
can use a strategy that I use to solve another math
problem.)
tens, ones, bundle, left overs, singles, groups, greater/less than, equal to
Make sense of problems
and persevere in solving
them. ( I can try many
times to understand and
solve a math problem)
Reason abstractly and
quantitatively. (I can think
about the math problem
in my head, first).
Construct viable arguments
and critique the reasoning of
others. (I can make a plan,
called a strategy, to solve the
problem and discuss other
students' strategies too.)
Model with
mathematics. (I can use
math symbols and
numbers to solve the
problem.)
Use appropriate
tools strategically. (I
can use math tools,
pictures, drawings,
and objects to solve
the problem.)
Attend to precision. (I can
check to see if my strategy
and calculations are
correct.)
Knowledge Targets
Grade Level/Course: Quarter Taught:
Standard:
Domain:
Cluster
Type:
Vocabulary:
Resources Product Target Assessment
http://www.helpingwithmath.com/by_subject/pl
ace_value/comparing_numbers.htm
http://www.free-training-
tutorial.com/comparing-numbers-games.htmlKnow what each symbol represents >, <, and
=. Use >, =, and < symbols to record the results of comparisons. I can use >, =, < to compare numbers.
Identify the value of each digit represented
in the two-digit number.
Compare two two-digit numbers based on meanings of the
tens and ones digits. I can compare two digit numbers.
Knowledge Targets Objective (Students will be able to….): Kid Friendly objective:
1st Grade
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 <.
Number and Operations in Base Ten
Understand place value
Knowledge Reasoning Performance Skill Product DOK
tens, ones, bundle, left overs, singles, groups, greater/less than, equal to, not equal, <, >, =
Look for and make
use of structure. (I
can use what I
already know about
math to solve the
problem).
Look for and express regularity in repeated reasoning. (I can
use a strategy that I use to solve another math problem.)
Make sense of problems
and persevere in solving
them. ( I can try many
times to understand and
solve a math problem)
Reason abstractly and
quantitatively. (I can think
about the math problem
in my head, first).
Construct viable arguments
and critique the reasoning of
others. (I can make a plan,
called a strategy, to solve the
problem and discuss other
students' strategies too.)
Model with
mathematics. (I can use
math symbols and
numbers to solve the
problem.)
Use appropriate
tools strategically. (I
can use math tools,
pictures, drawings,
and objects to solve
the problem.)
Attend to precision. (I can
check to see if my strategy
and calculations are
correct.)
Grade Level/Course: Quarter Taught:
Standard:
Domain:
Cluster
Type:
Vocabulary:
Resources Product Target AssessmentDouble Digit add/sub:
http://www.learn4good.com/games/kids/double_digits
.htm
Use composition and decomposition of tens when necessary
to add and subtract within 100.
I can compose and decompose tens to
add and subtract to 100.
Decompose any number within one hundred
into the(s) and ones(s).
Relate the chosen strategy (using concrete models or
drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and
subtraction) to a written method (equation) and explain the
reasoning used.
I can use different strategies to add and
subtract and write an equation for it.
Identify the value of each digit of a number
within 100.
Choose an appropriate strategy for solving an addition or
subtraction problem within 100.
I can group numbers in different ways to
add and subtract.
Knowledge Targets Objective (Students will be able to….): Kid Friendly objective:
1st Grade
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.
Number and Operations
Use place value understanding and properties of operations to add and subtract.
Knowledge Reasoning Performance Skill Product DOK
tens, ones, bundle, left overs, singles, groups, greater/less than, equal to, not equal, <, >, = , ten more, ten less
Look for and make
use of structure. (I can
use what I already
know about math to
solve the problem).
Look for and express regularity in repeated reasoning. (I can
use a strategy that I use to solve another math problem.)
Make sense of problems
and persevere in solving
them. ( I can try many
times to understand and
solve a math problem)
Reason abstractly and
quantitatively. (I can think
about the math problem in
my head, first).
Construct viable arguments
and critique the reasoning of
others. (I can make a plan,
called a strategy, to solve the
problem and discuss other
students' strategies too.)
Model with mathematics.
(I can use math symbols
and numbers to solve the
problem.)
Use appropriate
tools strategically. (I
can use math tools,
pictures, drawings,
and objects to solve
the problem.)
Attend to precision. (I can
check to see if my strategy
and calculations are
correct.)
Grade Level/Course: Quarter Taught:
Standard:
Domain:
Cluster
Type:
Vocabulary:
Resources Product Target AssessmentAdding 10 - http://www.f-r-e-e-games.com/Games-
Math/Game-Adding-10-Zuma.htm
Add 10 More Challenge:
http://www.ictgames.com/submarinenopad2.html
Adding/Sub 10 Mentally:
http://www.homeschoolmath.net/teaching/a/add_su
btract_tens.php
Explain how to mentally find 10 more or 10 less than the
given two-digit number.
I will know 10 more or 10 less of a given
number in my head.
Identify the value of each digit in a number
within 100.
Apply knowledge of place value to mentally add or subtract
10 to /from a given two digit number.
I can add or subtract by 10s in my head
from a given number.
Knowledge Targets Objective (Students will be able to….): Kid Friendly objective:
1st Grade
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.
Numbers and Operations in Base Ten
Use place value understanding and properties of operations to add and subtract.
Knowledge Reasoning Performance Skill Product DOK
tens, ones, bundle, left overs, singles, groups, greater/less than, equal to, not equal, <, >, = , ten more, ten less
Look for and make
use of structure. (I
can use what I
already know about
math to solve the
problem).
Look for and express regularity in repeated reasoning. (I can
use a strategy that I use to solve another math problem.)
Make sense of problems
and persevere in solving
them. ( I can try many
times to understand and
solve a math problem)
Reason abstractly and
quantitatively. (I can think
about the math problem
in my head, first).
Construct viable arguments
and critique the reasoning of
others. (I can make a plan,
called a strategy, to solve the
problem and discuss other
students' strategies too.)
Model with
mathematics. (I can use
math symbols and
numbers to solve the
problem.)
Use appropriate
tools strategically. (I
can use math tools,
pictures, drawings,
and objects to solve
the problem.)
Attend to precision. (I can
check to see if my strategy
and calculations are
correct.)
Grade Level/Course: Quarter Taught:
Standard:
Domain:
Cluster
Type:
Vocabulary:
Resources Product Target AssessmentAdding/Sub 10 Mentally:
http://www.homeschoolmath.net/teaching/a/add_sub
tract_tens.php
Adding/Sub 10s:
http://www.brainpopjr.com/math/additionandsubtrac
tion/addingandsubtractingtens/grownups.weml
Relate the chosen strategy to a written method (equation)
and explain the reasoning used.
I can figure out a problem and write an
equation to go with it.
Choose appropriate strategy (concrete models or drawings
and strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction) for
solving subtraction problems with multiples of 10.
I can use drawings and different
strategies to solve subtraction problems
with multiples of 10.
Identify the value of each digit of a number
within 100.
Subtract multiples of 10 in the range of 10-90 from multiples
of 10 in the range of 10-90 (positive or zero differences).
I can subtract multiples of 10 from 10-
90.
Knowledge Targets Objective (Students will be able to….): Kid Friendly objective:
1st Grade
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.
Number and Operation in Base Ten
Use place value understanding and properties of operations to add and subtract.
Knowledge Reasoning Performance Skill Product DOK
tens, ones, bundle, left overs, singles, groups, greater/less than, equal to, not equal, <, >, = , ten more, ten less
Look for and make
use of structure. (I can
use what I already
know about math to
solve the problem).
Look for and express regularity in repeated reasoning. (I can
use a strategy that I use to solve another math problem.)
Make sense of problems
and persevere in solving
them. ( I can try many
times to understand and
solve a math problem)
Reason abstractly and
quantitatively. (I can think
about the math problem in
my head, first).
Construct viable arguments
and critique the reasoning of
others. (I can make a plan,
called a strategy, to solve the
problem and discuss other
students' strategies too.)
Model with mathematics.
(I can use math symbols
and numbers to solve the
problem.)
Use appropriate
tools strategically. (I
can use math tools,
pictures, drawings,
and objects to solve
the problem.)
Attend to precision. (I can
check to see if my strategy
and calculations are
correct.)
Grade Level/Course: Quarter Taught:
Standard:
Domain:
Cluster
Type:
Vocabulary:
Resources Product Target Assessment
Geoboard Squares
http://www.k-
5mathteachingresources.com/support-
files/geoboardsquares.pdf
My Three Dimensional Shape Book
http://www.k-
5mathteachingresources.com/support-
files/my3dshapesbook.pdf
Measuring Length in Inches Game
http://www.softschools.com/measure
ment/games/ruler/measuring_length_i
n_inches/
Symmetry Practice
http://www.abcya.com/shapes_geome
try_game.htm
Directly compare the length of three objects. Compare the length of two objects indirectly by using a
third object to compare them (e.g., if the length of
object A is greater than the length of object B, and the
length of object B is greater than the length of object C,
then the length of object A is greater than the length of
object C.)
I can compare the length of two objects
by comparing different objects.
Identify the measurement known as the
length of an object.
Order three objects by length. I can put objects in order by length.
Knowledge Targets Objective (Students will be able to….): Kid Friendly objective:
1st Grade
1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
Measurement and Data
Measure lengths indirectly and by iterating length units.
Knowledge Reasoning Performance Skill Product DOK
first, second, third, gap, overlap, about, a little less than, a little more than, measure, order, length, height, more, less, longer than, shorter than
Look for and make
use of structure. (I
can use what I already
know about math to
solve the problem).
Look for and express regularity in repeated
reasoning. (I can use a strategy that I use to
solve another math problem.)
Make sense of problems
and persevere in solving
them. ( I can try many
times to understand and
solve a math problem)
Reason abstractly and
quantitatively. (I can think
about the math problem
in my head, first).
Construct viable arguments
and critique the reasoning of
others. (I can make a plan,
called a strategy, to solve the
problem and discuss other
students' strategies too.)
Model with
mathematics. (I can use
math symbols and
numbers to solve the
problem.)
Use
appropriate
tools
strategically. (I
can use math
tools, pictures,
drawings, and
objects to
solve the
Attend to precision. (I can
check to see if my strategy
and calculations are
correct.)
Grade Level/Course: Quarter Taught:
Standard:
Domain:
Cluster
Type:
Vocabulary:
Resources Product Target Assessment
http://www.sheppardsoftware.co
m/mathgames/fractions/memory_
fractions1.htm
Various measurement games:
http://pbskids.org/games/measur
ement.htmlMeasure Teddy Bears:
http://www.apples4theteacher.co
m/measure.htmlMeasuring Up:
http://pbskids.org/clifford/games/
measuring_up.html
Various Measuring Games:
http://www.brainpopjr.com/math
/measurement/
Know that length can be measured with
various units.
Determine the length of the measured objects to be the
number of smaller iterated (repeated) objects that equal its
length.
I can measure using different units.
Knows to use the same size non-standard
objects as iterated (repeating) units.
Knows to use the same size non-standard objects as
iterated (repeating) units.
I know how to use the same size non-
standard object to measure.
Knowledge Targets Objective (Students will be able to….): Kid Friendly objective:
1st Grade
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.
Measurement and Data
Measure lengths indirectly and by iterating length units.
Knowledge Reasoning Performance Skill Product DOK
first, second, third, gap, overlap, about, a little less than, a little more than, measure, order, length, height, more, less, longer than, shorter than, iterated
(repeated), units
Look for and make
use of structure. (I can
use what I already
know about math to
solve the problem).
Look for and express regularity in repeated
reasoning. (I can use a strategy that I use
to solve another math problem.)
Make sense of problems
and persevere in solving
them. ( I can try many
times to understand and
solve a math problem)
Reason abstractly and
quantitatively. (I can think
about the math problem in
my head, first).
Construct viable arguments
and critique the reasoning of
others. (I can make a plan,
called a strategy, to solve the
problem and discuss other
students' strategies too.)
Model with mathematics.
(I can use math symbols
and numbers to solve the
problem.)
Use appropriate
tools strategically. (I
can use math tools,
pictures, drawings,
and objects to solve
the problem.)
Attend to precision. (I can
check to see if my strategy
and calculations are
correct.)
Grade Level/Course: Quarter Taught:
Standard:
Domain:
Cluster
Type:
Vocabulary:
Resources Product Target Assessment
• http://www.k-
5mathteachingresources.com/support-
files/timebarriergame.pdf
• http://www.k-
5mathteachingresources.com/support-
files/timebarriergamegrid.pdf
Read a Clock
http://www.ixl.com/math/grade-
1/reading-clocksFlash Card Clocks
http://www.teachingtreasures.com.au/t
eaching-tools/Maths4-5/clock-
flash/clock-flash-pop.htmlStop the Clock
• http://www.oswego.org/ocsd-
web/games/StopTheClock/sthecR.html
• http://www.oswego.org/ocsd-
web/games/StopTheClock/sthec1.html
Know hour hand and minute hand and
distinguish between the two.
Determine where the minute hand must be when the time is
to the half hour (thirty).
I can tell time to the half hour.
Recognize that analog and digital clocks are
objects that measure time.
Determine where the minute hand must be when the time is
to the hour (o'clock).
I can tell time to the hour.
Knowledge Targets Objective (Students will be able to….): Kid Friendly objective:
1st Grade
1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.
Measurement and Data
Tell and write time
Knowledge Reasoning Performance Skill Product DOK
time, hour, half hour, about, o'clock, past, "six" - thirty, digital, analog, minute hand, hour hand
Look for and make
use of structure. (I
can use what I
already know about
math to solve the
problem).
Look for and express regularity in repeated
reasoning. (I can use a strategy that I use to solve
another math problem.)
Make sense of problems
and persevere in solving
them. ( I can try many
times to understand and
solve a math problem)
Reason abstractly and
quantitatively. (I can think
about the math problem
in my head, first).
Construct viable arguments
and critique the reasoning of
others. (I can make a plan,
called a strategy, to solve the
problem and discuss other
students' strategies too.)
Model with
mathematics. (I can use
math symbols and
numbers to solve the
problem.)
Use appropriate
tools strategically. (I
can use math tools,
pictures, drawings,
and objects to solve
the problem.)
Attend to precision. (I can
check to see if my strategy
and calculations are
correct.)
Grade Level/Course: Quarter Taught:
Standard:
Domain:
Cluster
Type:
Vocabulary:
Resources Product Target AssessmentMore, Less and Equally Likely
• http://www.ixl.com/math/grade-
1/more-less-equally-likelyData and Graphs
• http://www.ixl.com/math/grade-
1/record-data-with-tally-charts-picture-
graphs-tables
Interpret Bar Graphs
• http://www.ixl.com/math/grade-
1/interpret-bar-graphs
Recognize different methods to represent
data.
Interpret data representation by asking and answering
questions about the data.
I can show that I understand data by
asking and answering questions.
Recognize different methods to organize
data.
Organize data with up to three categories. I can organize data into three
categories.
Represent data with up to three categories. I can show data in three categories.
Knowledge Targets Objective (Students will be able to….): Kid Friendly objective:
1st Grade
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.
Measurement and Data
Represent and interpret data.
Knowledge Reasoning Performance Skill Product DOK
data, more, most, less, least, same, different, category, question, collect, greater, more than, less than, data
Look for and make
use of structure. (I
can use what I
already know about
math to solve the
problem).
Look for and express regularity in repeated
reasoning. (I can use a strategy that I use to
solve another math problem.)
Make sense of problems
and persevere in solving
them. ( I can try many
times to understand and
solve a math problem)
Reason abstractly and
quantitatively. (I can think
about the math problem
in my head, first).
Construct viable arguments
and critique the reasoning of
others. (I can make a plan,
called a strategy, to solve the
problem and discuss other
students' strategies too.)
Model with
mathematics. (I can use
math symbols and
numbers to solve the
problem.)
Use appropriate
tools strategically. (I
can use math tools,
pictures, drawings,
and objects to solve
the problem.)
Attend to precision. (I can
check to see if my
strategy and calculations
are correct.)
Grade Level/Course: Quarter Taught:
Standard:
Domain:
Cluster
Type:
Vocabulary:
Resources Product Target Assessment
My Three Dimensional Shape Book
• http://www.k-
5mathteachingresources.com/support-
files/my3dshapesbook.pdf
Build shapes to show
defining attributes.
Shape Construction – Geometry and Symmetry
Practice
•
http://www.abcya.com/shapes_geometry_game.htGeometry Sentence Frames – Describing 2D Shapes
• http://www.k-
5mathteachingresources.com/support-
files/geometry-sentence-frames-set1-kg1.pdf
Draw shapes to show
defining attributes.
Pattern Block Barrier Game
• http://www.k-
5mathteachingresources.com/support-
files/patternblockbarriergame.pdf
• http://www.k-
5mathteachingresources.com/support-
files/barriergame1x3grid.pdf\
• http://www.k-Shapes on a Geoboard
• http://www.k-
5mathteachingresources.com/support-
files/shapesonthegeoboard.pdf
Identify non-defining attributes of
shapes. I can identify different shapes.
Identify defining attributes of shapes.
Distinguish between (compare/contrast) defining and non-
defining attributes of shapes.
I can compare and contrast different
shapes.
Objective (Students will be able to….): Kid Friendly objective:
1st Grade
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.
Geometry
Reason with shapes and their attributes.
Knowledge Reasoning Performance Skill Product DOK
Look for and make
use of structure. (I
can use what I
already know about
math to solve the
problem).
Look for and express regularity in repeated reasoning. (I can use a
strategy that I use to solve another math problem.)
shape, closed, side, attribute, two-dimensional, rectangle, square, trapezoid, triangle, half-circle, quarter-circle, three dimensional, cube, cone, prism, cylinder, equal
shares, halves, fourths, quarters, half of, fourth of, quarter of, solid, sphere, open, faces, vertex, corners, hexagon, octagon, parallelogram, rhombus, pyramid, rectangular
prism, triangular prism, compare, contrast, attributes
Make sense of problems
and persevere in solving
them. ( I can try many
times to understand and
solve a math problem)
Reason abstractly and
quantitatively. (I can
think about the math
problem in my head,
first).
Construct viable arguments
and critique the reasoning of
others. (I can make a plan,
called a strategy, to solve the
problem and discuss other
students' strategies too.)
Model with
mathematics. (I can use
math symbols and
numbers to solve the
problem.)
Use appropriate
tools strategically.
(I can use math
tools, pictures,
drawings, and
objects to solve
the problem.)
Attend to precision. (I can
check to see if my strategy
and calculations are
correct.)
Knowledge Targets
Grade Level/Course: Quarter Taught:
Standard:
Domain:
Cluster
Type:
Vocabulary:
Resources Product Target Assessment
1st Grade Shapes Games
• http://www.zoodles.com/free-
online-kids-games/first-1st-
Create composite shapes.
Various Geometry Games
• http://www.math-
play.com/Geometry-Math-
Games.html
Compose new shapes
from a composite shape.
Describe properties of original and
composite shapes.
I can describe two and three dimensional
shapes.
Know that shapes can be composed and
decomposed to make new shapes.
Determine how the original and created composite shapes
are alike and different.
I can make and take apart two and three
dimensional shapes.
Knowledge Targets Objective (Students will be able to….): Kid Friendly objective:
1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, 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. (4)
(4) Students do not need to learn formal names such as “right rectangular prism.”
1st Grade
Geometry
Reason with shapes and their attributes.
Knowledge Reasoning Performance Skill Product DOK
shape, closed, side, attribute, two-dimensional, rectangle, square, trapezoid, triangle, half-circle, quarter-circle, three dimensional, cube, cone, prism, cylinder,
equal shares, halves, fourths, quarters, half of, fourth of, quarter of, solid, sphere, open, faces, vertex, corners, hexagon, octagon, parallelogram, rhombus,
pyramid, rectangular prism, triangular prism, compare, contrast, attributes
Look for and make
use of structure. (I can
use what I already
know about math to
solve the problem).
Look for and express regularity in
repeated reasoning. (I can use a strategy
that I use to solve another math
problem.)
Make sense of problems
and persevere in solving
them. ( I can try many
times to understand and
solve a math problem)
Reason abstractly and
quantitatively. (I can think
about the math problem in
my head, first).
Construct viable arguments
and critique the reasoning of
others. (I can make a plan,
called a strategy, to solve the
problem and discuss other
students' strategies too.)
Model with mathematics.
(I can use math symbols
and numbers to solve the
problem.)
Use appropriate
tools strategically. (I
can use math tools,
pictures, drawings,
and objects to solve
the problem.)
Attend to precision. (I can
check to see if my strategy
and calculations are
correct.)
Grade Level/Course: Quarter Taught:
Standard:
Domain:
Cluster
Type:
Vocabulary:
Resources Product Target Assessment
Various Geometry Games
•
http://jmathpage.com/JIMSGeomet
rypage.html
Fractions Game
•
http://www.primarygames.com/fra
ctions/question1.htm
Matching Fractions
•
http://www.sheppardsoftware.com
/mathgames/fractions/memory_fra
ctions1.htm
Describe the whole as two of two or four of
four equal shares.
Describe equal shares using vocabulary:
halves, fourths, and quarters, half of, fourth
of, and quarter of.
Identify when shares are equal. Justify why dividing, (decomposing) a circle or rectangle
into more equal shares creates smaller pieces.
I can take a shape apart and it will
make smaller equal pieces.
Identify two and four equal shares. I can identify and describe shares in
halves and fourths.
Objective (Students will be able to….): Kid Friendly objective:
1st Grade
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.
Geometry
Reason with shapes and their attributes.
Knowledge Reasoning Performance Skill Product DOK
Look for and make
use of structure. (I
can use what I
already know about
math to solve the
problem).
Look for and express regularity in repeated
reasoning. (I can use a strategy that I use to
solve another math problem.)
shape, closed, side, attribute, two-dimensional, rectangle, square, trapezoid, triangle, half-circle, quarter-circle, three dimensional, cube, cone, prism, cylinder,
equal shares, halves, fourths, quarters, half of, fourth of, quarter of, solid, sphere, open, faces, vertex, corners, hexagon, octagon, parallelogram, rhombus,
pyramid, rectangular prism, triangular prism, compare, contrast, attributes, parts, shares, equal, pieces,
Make sense of problems
and persevere in solving
them. ( I can try many
times to understand and
solve a math problem)
Reason abstractly and
quantitatively. (I can think
about the math problem
in my head, first).
Construct viable arguments
and critique the reasoning of
others. (I can make a plan,
called a strategy, to solve the
problem and discuss other
students' strategies too.)
Model with
mathematics. (I can use
math symbols and
numbers to solve the
problem.)
Use appropriate
tools strategically. (I
can use math tools,
pictures, drawings,
and objects to solve
the problem.)
Attend to precision. (I can
check to see if my strategy
and calculations are
correct.)
Knowledge Targets
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