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Huron School DistrictCore Curriculum Guide Grade Level: 1st Content Area: Math

***Tables and graphs are incidentally taught each month and will be assessed in March.Unit Title: Number Sense Month(s): August/SeptemberContent Standards:

CC.1.NBT.1 Extend the counting sequence. 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.

CC.1.NBT.3 Understand place value. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

CC.1.OA.1 Represent and solve problems involving addition and subtraction. 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.

CC.1.OA.3 Understand and apply properties of operations and the relationship between addition and subtraction. 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.) (Students need not use formal terms for these properties.)

CC.1.OA.5 Add and subtract within 20. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). CC.1.OA.6 Add and subtract within 20. 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).

CC.1.OA.8 Work with addition and subtraction equations. 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 = ＿.

CC.1.MD.4 Represent and interpret data. 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.

Essential Questions: In what ways can operations affect numbers? How can different strategies be helpful when solving a problem? How does a digit’s position affect its value? Why display data in different ways?


SkillsStudents Will Be Able To… Essential Vocabulary

AssessmentHow will you know if students have

learned?

Resources/MaterialsWhat websites, resources,

and materials will you use to teach this unit?

Read and write numbers to 20. Count forwards and backwards

up to 20 Order numbers to 20 Count up to 20 objects Tell what comes before/after a

number up to 20

Numerals, digits, forward, backward, before, after, between, number line, order, count, tens, ones

Written assessment – group or individual, mini chalkboards, IXL, NWEA, manipulatives, games, flashcards, math journal, checklists, teacher observation/conferencing, demonstrating, drawing, SMART Board, I Pad, math intervention test

NWEA Skills Test: Number Sense to 10 – Counting, Ordering and Place Value

NWEA Skills Test: Number Sense to 20 – Counting and Place Value

NWEA Skills Test: Number Sense to 20 – Identifying/Representing

Provided by Expressions:Whiteboards, Stair steps, Number Parade, Number/dot cards, 120 Chart, 240 Chart, Secret Code Cards, Tens and Ones Flip Chart, Numeral Tracks (Shared Drive)Any counting material:Linking cubes, Counting bears, Counters, Dice, Dot cardsElectronic Resources: http://illuminations.nctm.org/

LessonsList.aspx?grade=1&standard=1

http://www.sheppardsoftware.com/ math.htm#earlymath

www.edplus.canterbury.ac.nz/ literacy_numeracy/maths/numdocuments/dot_card_and_ten_frame_package2005.pdf

http://www.youtube.com/watch? v=wRR9LK3zfho (with out answers)

http://www.youtube.com/watch? v=CbUTRHLtRlo (with answers)

http://www.teacherspayteachers.com/ www.mobymax.com www.k-5mathteachingresources.com Smart ExchangeDigital Resources – From Math Series

Interactive Whiteboard Numberopolis: Carnival Stories iTools: Counters You-Tube Videos

o Count to 100o 10-Frame Flash

IXL.com 100s Chart – Post-It Note to hide the numbers.

Use manipulatives/concrete objects to solve an addition or subtraction problem in which the total and one part are known up to 5.

Total, addition, subtraction, solve, five frame/ 1x5 array, math mountain, stair steps, partners, switch partners, break-aparts


Compare numbers 0 to 20 using more, less, equal to, greater than and less than. (without symbols)

Compare, more, less, equal, is the same as, greater than, less than, tens, ones


NWEA Skills Test: Number Sense to 10 – Counting, Ordering and Place Value

NWEA Skills Test: Number Sense to 20 –Ordering

Answer questions about More/less, picture graph, bar Written assessment – group or individual, mini Birthday Graph, Graph Your

http://www.k-5mathteachingresources.com/

http://www.mobymax.com/

http://www.teacherspayteachers.com/

http://www.youtube.com/watch?v=CbUTRHLtRlo

http://www.youtube.com/watch?v=CbUTRHLtRlo

http://www.youtube.com/watch?v=wRR9LK3zfho

http://www.youtube.com/watch?v=wRR9LK3zfho

http://www.edplus.canterbury.ac.nz/literacy_numeracy/maths/numdocuments/dot_card_and_ten_frame_package2005.pdf



http://www.sheppardsoftware.com/math.htm#earlymath

http://www.sheppardsoftware.com/math.htm#earlymath

http://illuminations.nctm.org/LessonsList.aspx?grade=1&standard=1




Unit Title: Addition and Subtraction to 10 Month(s): October/NovemberContent Standards:





CC.1.OA.4 Understand and apply properties of operation and the relationship between addition and subtraction. Understand subtraction as an unknown addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.



CC.1.OA.7 Work with addition and subtraction equations. 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.


Essential Questions: In what ways can operations affect numbers? How can different strategies be helpful when solving a problem? How does a digit’s position affect its value?




learned?





number up to 50



Digital Resources – From Math Series Interactive Whiteboard Numberopolis: Carnival Stories iTools: Counters You-Tube Videos


IXL.com 100s Chart – Post-It Note to hide the numbers. Numeral Track – Shared Drive



Use addition and subtraction within 10 to solve story problems.

Plus, plus sign, equal, equal sign, equation, partner, add, total, subtract, circle drawing, difference, not equal sign, count all, count on, unknown total, minus, minus sign, proof drawing, story problem, vertical form, unknown partner, label

Digital Resources – From Math Series Interactive Whiteboard Numberopolis: Carnival Stories iTools: Counters Numeral Math4theBrain.com IXL.com Connecting Cubes Number Lines Zip-Lock Bag Number Line 2-Sided Counters 5-Frames 10-Frames Bead Boards Dot Addition Roll and Add- Investigation Roll and Subtract- Investigation

Electronic Resources - See page 2

Apply properties of operations as strategies to add and subtract.

Relate counting to addition and subtraction.

Demonstrate fluency for addition and subtraction within 10.

Determine if equations involving addition and subtraction are true or false.

Determine the unknown whole number in an addition or

Plus, plus sign, equal, equal sign, equation, partner, add,

Written assessment – group or individual, mini chalkboards, IXL, NWEA, manipulatives,

Digital Resources – From Math Series Interactive Whiteboard


Unit Title: Geometry, Equal Shares and Time Month(s): DecemberContent Standards:


CC.1.MD.3 Tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. CC.1.G.1 Reason with shapes and their attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining

attributes (e.g., color, orientation, overall size); for a wide variety of shapes; build and draw shapes to possess defining attributes. CC.1.G.2 Reason with shapes and their attributes. 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. (Students do not need to learn formal names such as “right rectangular prism.”)

CC.1.G.3 Reason with shapes and their attributes. 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.

Essential Questions: How does a digit’s position affect its value?


How does geometry better describe objects? Why display data in different ways? Why does “what” we measure influence “how” we measure?



learned?



Tell and write times in hours and half hours

Clock, hour, minute, hour hand, minute hand, half-hour

Written assessment – group or individual, mini chalkboards, IXL, NWEA, manipulative, games, flashcards, math journal, checklists, teacher observation/conferencing, demonstrating, drawing, SMART Board, I Pad, math intervention test

On shared drive in 1st grade math folder: Clocks copy 2 Clocks to the hour copy 2 Time ch 14.5 envisions copy 2 Time hour copy 2 Time lesson copy 2 Time to the half hour copy 2

Distinguish between defining attributes and non-defining attributes of shapes

Rectangle, square, side, corner, square corner, triangle, circle, trapezoid

Book The Greedy Triangle Power polygons Pattern blocks Geoboards Shape Hunt/Shape posters

Compose 2-dimensional shapes and compose new shapes from the composite shape

Compose, trapezoid Written assessment – group or individual, mini chalkboards, IXL, NWEA, manipulative, games, flashcards, math journal, checklists, teacher observation/conferencing, demonstrating, drawing, SMART Board, I Pad, math intervention test

Investigations Unit 2 Fill the Hexagons Pattern Block Fill In Different Ways to Fill Shapes Filling With More and Fewer

Partition circles and rectangles into 2 and 4 equal shares

Halves, fourths, fourth of, quarter of, quarters, equal shares, half of

On shared drive in 1st grade math folder: Fair share copy 2 Intro to fraction copy 2



number up to 50





Numeral Track – Shared Drive




Unit Title: Units 4 and 5 Place Value Month(s): January/FebruaryContent Standards:


CC.1.NBT.2 Understand place value. 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 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).

CC.1.NBT.3 Compare two two-digit numbers based on meanings of tens and ones digits, recording the results of comparison with the symbols >,<, and =. CC.1.NBT.4 Use place value understanding and properties of operations to add and subtract. 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.

CC.1.NBT.5 Use place value understanding and properties of operations to add and subtract. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.


CC.1.OA.2 Represent and solve problems involving addition and subtraction. 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.


CC.1.OA.4 Understand and apply properties of operation and the relationship between addition and subtraction. Understand subtraction as an unknown addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.




Essential Questions: In what ways can operations affect numbers? How can different strategies be helpful when solving a problem? How does a digits position affect its value?



AssessmentHow will you know if students

have learned?



Use addition within 20 to solve story problems and problems with three addends.

Counting on, making10, decomposing, switch partners, equivalent sums, unknown partner, addend, teen total, make a ten, make a ten strategy, doubles, doubles plus 1, doubles plus 2, doubles minus 1, doubles minus 2, number word, 10-group

Written assessment – group or individual, mini chalkboards, IXL, NWEA, manipulative, games, flashcards, math journal, checklists, teacher observation/conferencing, demonstrating, drawing, SMART Board, I Pad, math intervention test, performance assessments

Model two-digit addition using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction

Add within 20

Count to 100 and understand place value for 2-digit numbers

Read and write numbers to 100 Count forwards and backwards up to 100 Order numbers to 100 Tell what comes before/after a number up to

100 Count up to 100 objects using a strategy Count by multiples of 10’s to 120 Compare numbers 0 to 100 using more, less,

equal to, greater than and less than. (with symbols)

Numerals, digits, forward, backward, before, after, between, number line, order, count, hundreds, tens, ones, 2’s, 5’s, 10’s

Compare, more, less, equal, is the same as, greater than, less than, 10-group, 10-stick, tens digit, ones digit




Numeral Track – Shared DriveCompare two-digit numbers using place value cards and drawings.

Within 100, add and subtract multiples of 10 to/from any 2-digit number in the range 10-90

Tens and ones, Interactive Hundreds Chart, hundreds chart, ten sticks/ones blocks (drawings and manipulatives), bead boards, Secret Code Cards, Jump on tens - Clap on ones, Number flash with fingers, number line

Mentally find 10 more or 10 less to a given 2-digit number

Hundred, column, row, grid

Read, write, and represent two-digit numbers as tens and ones.

decade number, tens, ones, digit, teen number

Written assessment – group or individual, mini chalkboards, IXL, NWEA, manipulative, games, flashcards, math journal, checklists, teacher observation/conferencing,

Eduplace.com (Go to Math and then manipulatives) Represent two-digit numbers using concrete objects, place value cards,


Unit Title: Unit 6 Comparisons and Data Month(s): MarchContent Standards:



CC.1.OA.2 Represent and solve problems involving addition and subtraction. 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.

CC.1.MD.4 Represent and interpret data. 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.


Essential Questions: Why display data in different ways?



learned?



Use addition within 20 to solve story problems involving comparison situations

Comparison bars Written assessment – group or individual, mini chalkboards, IXL, NWEA, manipulative, games, flashcards, math journal, checklists, teacher observation/conferencing, demonstrating, drawing, SMART Board, I Pad, math intervention test, performance assessments Solve story problems that call

for addition of three whole numbers whose total is less than or equal to 20

Organize, represent and interpret data with up to 3 categories

Sort, data, compare, more, most, fewer, fewest, category

Comparison bars, Smart Exchange, Weather graph, Scholastic News, Snack graph (Lucky Charms, Froot Loops)


Read and write numbers to 100 Count forwards and backwards

up to 120 Order numbers to 120 Tell what comes before/after a

number up to 120 Count up to 120 objects using a

strategy Count by multiples of 10’s to 120 Compare numbers 0 to 120 using

more, less, equal to, greater than and less than. (with symbols)

Numerals, digits, forward, backward, before, after, between, number line, order, count, hundreds, tens, ones, 2’s, 5’s, 10’s,Compare, more, less, equal, is the same as, greater than, less than, 10-group

Written assessment – group or individual, mini chalkboards, IXL, NWEA, manipulative, games, flashcards, math journal, checklists, teacher observation/conferencing, demonstrating, drawing, SMART Board, I Pad, math intervention test, performance assessments






Unit Title: Unit 7 Geometry, Measurement, and Equal Shares Month(s): April/MayContent Standards:


CC.1.MD.1 Measure lengths indirectly and by iterating length units. Order three objects by length; compare the lengths of two objects indirectly by using a third object.

CC.1.MD.2 Measure lengths indirectly and by iterating length units. 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.

CC.1.G.1 Reason with shapes and their attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); for a wide variety of shapes; build and draw shapes to possess defining attributes.

CC.1.G.2 Reason with shapes and their attributes. 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. (Students do not need to learn formal names such as “right rectangular prism.”)

Essential Questions: Why does “what” we measure influence “how” we measure?


How does geometry better describe objects?




learned?



Order three objects by length and compare the lengths of two objects indirectly

Compare, order, longer, longest, shorter, shortest

Written assessment – group or individual, mini chalkboards, IXL, NWEA, manipulative, games, flashcards, math journal, checklists, teacher observation/conferencing, demonstrating, drawing, SMART Board, I Pad, math intervention test, performance assessments, unit assessments

SmartBoard lessons

Express the length of an object as a whole number of length units

length Cubes, paper clips, one inch square tiles, etc.

Distinguish between defining attributes and non-defining attributes of shapes

Trapezoid, cube, rectangular prism, cone, cylinder, sphere, face, edge, vertex

3D shapes, 3D shape poem (Pinterest), 3D shapes (Educational You Tube)

Compose 2-dimensional or 3-dimensional shapes and compose new shapes from the composite shape

Written assessment – group or individual, mini chalkboards, IXL, NWEA, manipulative, games, flashcards, math journal, checklists, teacher observation/conferencing, demonstrating, drawing, SMART Board, I Pad, math intervention test, performance assessments, unit tests

Paper shapes, 2D and 3D shape manipulativesInvestigations Unit 2

Fill the Hexagons Pattern Block Fill In Different Ways to Fill Shapes Filling With More and Fewer

Partition circles and rectangles into 2 and 4 equal shares

Halves, fourths, fourth of, quarter of, quarters, equal shares, half of

SmartbBoard Lessons, candy, fraction circles and squaresOn shared drive in 1st grade math folder:

Fair share copy 2 Intro to fraction copy 2






Numerals, digits, forward, backward, before, after, between, number line, order, count, hundreds, tens, ones, 2’s, 5’s, 10’s, compare, more, less, equal, is the same as, greater than, less than, 10-group






Unit Title: Unit 8 Month(s): MayContent Standards:


CC.1.NBT.4 Use place value understanding and properties of operations to add and subtract. 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.

CC.1.NBT.6 Use place value understanding and properties of operations to add and subtract. 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.

Essential Questions: How does a digit’s position affect its value?




learned?



Add within 100, including adding a 2-digit number and a one-digit number, and adding a 2 digit number and a multiple of 10

Subtract within 100, including subtracting a 2-digit number and a one-digit number, and subtracting a 2 digit number and a multiple of 10

Group, new group below method, new group above method, proof drawing, show all totals method

Written assessment – group or individual, mini chalkboards, IXL, NWEA, manipulative, games, flashcards, math journal, checklists, teacher observation/conferencing, demonstrating, drawing, SMART Board, I Pad, math intervention test

Interactive Hundreds Chart, individual hundreds chart, ten sticks/ones blocks (drawings and manipulatives), bead boards, Secret Code Cards, Jump on tens - Clap on ones, Number flash with fingers, math whiteboard, number line






more, less, equal to, greater than and less than. (with symbols)

Numerals, digits, forward, backward, before, after, between, number line, order, count, hundreds, tens, ones, 2’s, 5’s, 10’s, compare, more, less, equal, is the same as, greater than, less than, 10-group





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