Monroe County School District Elementary Pacing Guide

Transcription

1 Date Taught: First Grade Unit 1: Operations and Algebraic Thinking Timeline: CMA: M.OA.1.1 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. I can solve an addition problem with a missing addend. This means I can add a number sentence with an unknown number. (Knowledge) 4+ = 6 (4+2=6) I can solve a subtraction problem with a missing number. This means I can subtract a number sentence with an unknown number. (Knowledge) 6- = 4 (6-2=4) -2=4 (6-2=4) I can solve word problems using addition with sums up to 20. This means I can solve addition story problems to 20. (Reasoning) I can solve word problems using subtraction with sums to 20. This means I can solve subtractions story problems. (Reasoning) I can solve addition and subtraction word problems to 20 with unknown numbers in all positions. (Reasoning) I can solve addition and subtraction word problems using the correct model. This means I can add and subtract by showing the correct way, using drawings, objects, etc. (Reasoning) M.OA.1.2 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 numbers to represent the problem. I can solve addition word problems of three whole numbers whose sum is less than or equal to 20. (Knowledge) I can solve addition word problems of three numbers using models (drawing, objects, etc.). (Reasoning) M.OA.1.3 Apply properties of operations as strategies to add and subtract. Examples: if = 11 is know, then = 11 is also known. (Commutative property of addition.) To add , the second two numbers can be added to make a ten, so = = 12. (Associative property of addition.) I can explain and apply properties of operations as strategies to add and subtract. (Knowledge/Reasoning) 4+3=7 3+4= =3+6+1

2 M.OA.1.4 Understand subtraction as an unknown-added problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. I can identify the difference in a subtraction problem. This means I can answer a subtraction problem. (Knowledge) I can give an example and explain how a subtraction problem can be rewritten as an addition problem. (Reasoning) 10-2=8 8+2=10 M.OA.1.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). I can count on to add. (Knowledge) I can count back to subtract. (Knowledge) I can relate counting on to addition. (Reasoning) I can relate counting back to subtraction. (Reasoning) M.OA.1.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent =13.) I can add fluently. This means I can add by memory (within 10). (Knowledge) I can subtract fluently. This means I can subtract by memory (within 10). (Knowledge) M.OA.1.7 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, = 2 + 5, = I can understand the meaning of an equal sign. (Knowledge) I can determine if a number sentence or value is equal or not equal. (Reasoning) 6=6 4+1=3+2

3 M.OA.1.8 Determine the unknown whole numbers 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, =?. I can identify the parts of a number sentence. (part, part, whole) (Knowledge) I can find the missing values of an addition problem. (Reasoning) 9+?=12 7+7=? I can find the missing values of a subtraction problem. 13-7= 14= - 4

4 Date Taught: First Grade Unit 2: Numbers and Operations in Base Ten Timeline: CMA: M.NO.1.1 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. I can write numbers up to 120. (K) I can label a set of objects up to 120 with a number. (R) I can count to 120, starting with any number. (S) I can read any number up to 120. (S) M.NO.1.2 Understand that the two digits of a two-digit number represent amounts of ten 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 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. I can identify a bundle of 10 ones as a ten. (K) I can show the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90, as made up of the correct numbers of tens.(r) This means I can show the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 as made up of one, two, three, four, five, six, seven, eight, nine, ten. (R) I can show the numbers as a ten and some ones. (R) M.NO.1.3 Compare two two-digit numbers based on meanings of the tens and ones digit, recording the results of comparisons with the symbols >, =, <. I can identify the value of each digit represented in the two-digit number. (K) This means I can tell how much each digit is worth in a two-digit number. and quarters. (S) I can understand what each symbol represents. >, =, < (K) This means I will know what the symbols mean >, =, < I can use the symbols >, =, < to compare two-digit numbers. I can compare 2 two-digit numbers by the value of the tens and ones. This means I can tell if a two-digit number is greater than, less than, or equal to, another two- digit numbers by using the tens and ones. M.NO.1.4 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 twodigit numbers, one adds tens, ones and ones; and sometimes it is necessary to compose a ten.

5 I can identify the value of each digit of a number up to 100.(K) I can break apart numbers up to 99 into tens and ones. (K) I can..choose the best strategy to solve an addition and subtraction problem up to 99. (R) I can....connect an addition or subtraction 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). This means I can write an addition or subtraction problem using numbers to show the strategy I chose to solve the problem. (R) I can explain how the addition or subtraction strategy I chose is best for solving the problem. (R) I can.add a two-digit with a one digit number up to 99, using concrete models and drawings. (R) I can add a two digit number with a multiple of ten, using concrete models and drawings.(r) I can.. add a two digit number with a two digit number, using concrete models and drawings..(r) I understand that when adding two digit numbers, I will add tens ad tens, ones and ones, and sometimes I will make a ten..(r) M.NO.1.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. I can mentally (without counting) find 10 more for any two digit number. (R) I can mentally (without counting) find 10 less for any two digit number. (R) I can explain how to mentally (without counting) find ten more or 10 less than any two digit number. (R) I can.explain how subtracting by a multiple of ten is related to subtracting the tens digits, and relate it to a number sentence. (R) M.NO.1.6 Subtract multiples of 20 in the range from multiples of 10 in the range (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. I can I can subtract a multiple of ten from a multiple of ten up to 90. (R) I can explain my strategy for subtracting a multiple of 10 from a multiple of 10, up to 90. (R) I can explain how subtracting by a multiple of ten is related to subtracting the tens digits and relate it to a number sentence. (R)

6 Date Taught: First Grade Unit 3: Measurement and Data Timeline: CMA: M.MD.1.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. I can order objects by length. (Skill) I can use one object to help me describe the length of other objects. (Skill) M.MD.1.2 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; understanding 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 measured is panned by a whole number of length units with no gaps or overlaps. I can measure an object using non-standard units. (Skill) I can use non-standard repeating objects to measure with and explain why it is important to avoid gaps and overlaps. (Skill) I can measure an object and produce the whole number answer. (Skill) M.MD. 1.3 Tell and write time in hours and half-hours using analog and digital clocks. I can recognize the hour and minute hands. (Knowledge) I can tell time to the hour using a digital clock. (Skill) I can tell time to the half-hour using a digital clock. (Skill) I can tell time to the hour using an analog clock. (Skill) I can tell time to the half-hour using an analog clock. (Skill) I can write the time in half- hours and hours. (Skill) I can tell how many minutes are in an hour. (Knowledge) I can look at the time on an analog clock and write the time as it would appear on a digital clock. (Skill)

7 M.MD. 1.4 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. I can organize data with up to three groups. (Skill) I can interpret a graph by asking questions about the data. This means telling what parts of a graph mean by asking questions about it. (Skill) I can interpret a graph by answering questions about the data. (Skill) I can interpret a graph by comparing how many more are in one category than another. (Skill) I can interpret a graph by comparing how many less are in one category than another. (Skill)

8 Date Taught: First Grade Unit 4: Geometry Timeline: CMA: M.G. 1.1 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. I can distinguish between attributes that define the shape and attributes that do not define the shape. ( R) This means I can distinguish color, size, sides, and faces of shapes. I can use attributes to build and draw shapes. (P) M.G.1.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. I can build a new shape using two 2-dimensional shapes. (rectangle, square, trapezoid, triangle, ½ circle, ¼ circle) (P) I can build a new shape using two 3-dimensional shapes. (cube, right rectangular prism, right circular cone, right circular cylinder (P) I can take a shape I have made from two shapes and change it to make a new shape. (P) I can compare and contrast original shapes to new shapes. (R) M.G. 1.3 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. I can divide a circle and rectangle into two and four equal parts. (S) I can describe the equal parts of a circle and rectangle using the words halves, fourths, and quarters. (S) I can.describe the whole as the number of parts needed to make the whole. (S) I can..prove that the more equal shares a whole has, the smaller the shares.