Casey County Schools- 1 st Grade Math Curriculum Map
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1 Week(s) Standard I can statement(s) Critical Vocabulary 1 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. 2 1.OA.5 - Relate counting to by counting on 2 to add 2). 3 1.OA.3 - Apply properties of operations as strategies to add and subtract.3 Examples: If = 11 is known, 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 count, read, and write to 120, starting from any given number. I can use counting to add and subtract. I can add the same numbers in any order without changing the sum. Count, numeral, represent, digit, row, column Counting on, counting back, ten-frame, part, whole, counters, missing part Add, sum, change order, properties, commutative property, associative property Resources Review K Skills Number Line, 120 tables, hundreds chart, flash cards Counting and Number Patterns (Topic 7 3 to 7-5) Five and Ten Relationships (Topic 3) Flash Cards, tenframes, counters Addition (Topic 1-7) Domino Math Formative Assessment(s) (this will be left blank for you to fill in as you assess your students in each class) November 2015 Page 1
2 4 1.OA.3 - Apply properties of operations as strategies to add and subtract.3 Examples: If = 11 is known, 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.) 5 1.OA.6 - Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between 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 explain how adding the same numbers in any order does not change the sum. I can add within 10 fluently. Add, sum, change order, properties, commutative property, associative property Addend, sum, plus, addition sentence, equals, add, number sentence, order, join Addition (Topic 1-7) Domino Math Making 10, add in any order, counting on Addition (Topic 1) Math Facts in a Flash Accelerated Math 6 1.OA.6 - Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; I can add within 20. Doubles, composing numbers (Putting together) Addition Facts to 20 (Topic 5-1) Counting and Number Patterns (Topic 7-1 to November 2015 Page 2
3 making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between 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). 7 1.OA.6 - Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between 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). 8 1.OA.6 - Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; I can add within 20. I can subtract within 10 fluently. Doubles, composing numbers (Putting together) Addend, difference, minus, decomposing numbers (breaking apart) subtract, subtraction sentence, 7-2) Addition Facts to 20 (Topic 5-1) Counting and Number Patterns (Topic 7-1 to 7-2) Counting rods, cubes, counters, etc. Addition and Subtraction Facts to 12 (Topic 4-6) November 2015 Page 3
4 making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between 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). 9 1.OA.4 - Understand subtraction as an unknownaddend problem. For example, subtract 10 8 by finding the number that makes 10 when added to OA.6 - Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between knowing that = 12, one I can understand subtraction as an unknown-addend problem. I can understand the relationship of addition and subtraction in a fact family. I can subtract within 20. missing part, part, whole, take away, minus sign, equal sign, expressions Fact families, related facts, relationship Subtraction (Topic 2-1 to 2-4) Subtraction Facts to 20 (Topic 6-3 and 6-4) Subtraction Facts to 20 (Topic 6 except for 6-3 and 6-4) November 2015 Page 4
5 knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13) 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 I can solve word problems of addition and subtraction to 20. I can use a symbol for an unknown number in addition and subtraction to 20. Adding to, taking from, putting together, taking apart, comparing, left, how many more, total, in all, altogether, solve, problem, unknown, symbol Addition (Topic 1-6) Subtraction (Topic 2-5 to 2-8) 12 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. I can solve word problems adding three numbers to 20. Word problems, stories, Addition Facts to 20 (Topic 5-8 and 5-9) 13 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 I can understand the meaning of the equal sign, and if the equation is true or false. Equal sign, equation, true, false, unequal, equal Subtraction (Topic 2-10) November 2015 Page 5
6 are false? 6 = 6, 7 = 8 1, = 2 + 5, = OA.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, 5 = 3, =. I can find the missing part in an addition or subtraction sentence. I can recognize partpart whole relationships of three whole numbers. Missing part, addition and subtraction sentence, unknown, part-part whole 15 REVIEW of 1.OA.1 to 1.OA 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) NBT.5 - Given a two-digit number, mentally find 10 more or 10 less than the number, I can find the amount of tens and ones in a two digit number. I can identify a bundle of 10 ones as a Ten. I can find 10 more or 10 less than a number without having to Digit, tens, ones, place value, bundle, value Ten more, ten less, one more, one less, Tens and Ones (Topic 8) Calendar Math Mountain math Comparing and Ordering Numbers to November 2015 Page 6
7 without having to count; explain the reasoning used. count within (Topic 9-1) 18 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 twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. I can use place value to add 1 and 2 digit numbers within 100. I can decompose any number within 100 into tens and ones. Tens, ones, place value, digit, decompose, compose Adding with Tens and Ones (Topic 10) 19 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 I can use place value to add 1 and 2 digit numbers. I can decompose any number within 100 into tens and ones. Tens, ones, place value, digit, decompose, compose Adding with Tens and Ones (Topic 10) November 2015 Page 7
8 and explain the reasoning used. Understand that in adding twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten NBT.6 - Subtract multiples of 10 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 subtract multiples of 10 from multiples of 10 within 100. multiple Tens rods 21 1.NBT.3 - Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 22 REVIEW OF 1.NBT.1 to 1.NBT.6 I can compare two numbers using >, <, or =. Order, greater than, less than, equal to, comparing, symbols Comparing and Ordering Numbers to 100 (Topic 9-4 then 9-3) Alligator Math 23 1.MD.3 - Tell and write time in hours and half-hours using analog and digital clocks. I can tell and write time in hours and half hours correctly using analog and digital clocks. Analog, digital, hour, minute, half hour, o clock, hour hand, minute hand, clock, time, colon, time Time (Topic 13) Judy Clocks November 2015 Page 8
9 24 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 MD.1 - Order three objects by length; compare the lengths of two objects indirectly by using a third object 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. I can find the length of an object using any smaller unit. I can put three objects in order by length. I can compare the lengths of two objects by using a third object. I can read, understand, and use different kinds of graphs with three categories to show that I understand data. schedule Length, measure, unit, object, shorter, taller, longer, longest, shortest, gaps, overlay, estimate, standard, nonstandard units of measurement Second, third, standard, nonstandard, units, Data, graph, bar graph, line graph, picture graph, pie graph, tally mark, table, row, column, Length (Topic 12-2 to 12-6) Paper clips, cubes, pennies, pencils, etc. Length (Topic 12-1) Using Data to Answer Questions (Topic 14) Graphs November 2015 Page 9
10 27 REVIEW OF 1.MD.1 to 1.MD G.1 - Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes G.2 - Compose twodimensional shapes (rectangles, squares, trapezoids, half-circles, and quarter-circles) or threedimensional 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 G.2 - Compose twodimensional shapes (rectangles, squares, trapezoids, half-circles, and quarter-circles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new I can compare and contrast attributes of 2-D shapes. I can combine more than one 2D shape to build a new shape. Open, closed, attributes, vertex, sort, side, corner, triangle, circle, semicircle, square, rectangle, trapezoid, hexagon, plane shapes, 2-d, irregular, defining attribute, non-defining attribute Combine, build, tangrams, shapes, pattern blocks, composite shape Geometry (Topic 15-1, 15-3) Tangrams, cut-outs, geo boards, shapes Geometry (Topic 15-4, 15-5) I can combine more than one 3D shape to build a new object. Solid figures, 3D, cube, rectangular prism, sphere, cylinder, cone, pyramid, object, combine, vertex, vertices, flat surface, faces, edges, composite shapes These are the 3D Shapes that I know (youtube video) Geometry (Topic 15-6 to 15-10) models November 2015 Page 10
11 shapes from the composite shape 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 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. 33 REVIEW of 1.G.1 to 1.G.3 I can break apart circles and rectangles into equal parts. I can use the words fourths, halves, and quarter of when talking about equal parts. I can tell why dividing a shape into more equal shares makes smaller parts. Parts, equal, break apart, fraction, shaded, share, Fourth, quarter, half, half of, fourth of, quarter of, two of, four of, fraction, equal parts Fractions of Shapes (Topic 16-1 and 16-2) Fractions of Shapes (Topic 16-3 and 16-4) 34 END OF YEAR REVIEW Step up to 2 nd grade! November 2015 Page 11
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