Topic: 1-Understanding Addition

10 days /September /October Topic: 1-Understanding Addition Represent and solve problems involving addition and subtraction. 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. Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.3. Apply properties of operations as strategies to add and subtract.2 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.) What are ways to think about addition? The number of objects in some patterned arrangements can be recognized without counting. Numbers 6, 7, 8, and 9 can be can be broken into parts of the whole in different ways. Parts of a whole is one interpretation of addition. Addition number sentences can be used to show parts of a whole. Joining parts to make a whole is one interpretation of addition. Addition number sentences can be used to show joining situations. Two numbers can be added in any order. 1.1 Spatial Pattern for Number to 10 1.2 Making 6 & 7 1.3 Making 8 1.4 Making 9 1.5 Introducing Addition Expressions & Number Sentences 1.6 Stories about Joining 1.7 Adding in any Order 1.8 Use Objects Topic Test

13 days / October Topic: 2-Understanding Subtraction Represent and solve problems involving addition and subtraction. 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. Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.4.Understand subtraction as an unknownaddend problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. Add and subtract within 20. Add and subtract within 20. 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., 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). Work with addition & subtraction equations. 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. What are ways to think about subtraction? A missing part of a whole can be found when the whole and the other part are known. A missing part of a whole is one interpretation of subtraction. Subtraction number sentences can be used to show a missing part subtraction situation. Taking away parts from a whole is one interpretation of subtraction. Subtraction number sentences can be sued to show takingaway subtraction situations. Comparing two quantities to find how much more/less one quantity is than the other is one interpretation of subtraction. Subtraction number sentences can be sued to show comparison subtraction situations. Finding a missing part of a whole is one interpretation of subtraction. Subtraction number sentences can be used to show missing part subtraction situations. There are different interpretations of subtraction. Addition and subtraction have an inverse relationship. The difference can be written at the beginning or end of an subtraction sentence, as long as the number or expression on each side of the equal sign are the same amount. 2.1 Finding Missing Parts of 6 & 7 2.2 Finding Missing Parts of 8 2.3 Finding Missing Parts of 9 2.4 Introducing Subtraction Expression and Number Sentences 2.5 Stories about Taking Away 2.6 Stories about Comparing 2.7 Stories about Missing Parts 2.8 All Kinds of Subtraction Stories 2.9 Connecting Addition & Subtraction 2.10 Connecting Models & Symbol 2.11 Act it out Topic Test

7 days /October/ November Topic: 3-Five and Ten Relationships Represent and solve problems involving addition and subtraction. Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.4. Understand subtraction as an unknown-addend problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. Add and subtract within 20. Add and subtract within 20. 1.OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 1.OA.6. Add and subtract within 20, showing 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). How can numbers up to 10 be shown using 5 and some more? Numbers to 10 can be represented on a ten-frame using 5 and 10 as benchmarks. The number 10 can be broken into parts of the whole in different ways. A missing part of a whole can be found when the whole and the other part are known. 3.1 Representing Numbers on a Ten-Frame 3.2 Recognizing Numbers on a Ten-Frame 3.3 Parts of 10 3.4 Finding Missing Parts of 10 3.5 Make a Table Topic Test

12 days /November Represent and solve problems involving addition and subtraction. 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. Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.3. Apply properties of operations as strategies to add and subtract.2 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.) 1.OA.4. Understand subtraction as an unknown-addend problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. Add and subtract within 20. Add and subtract within 20. 1.OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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., 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). Topic: 4-Addition & Subtraction Facts to 12 : What strategies can be used to find addition & subtraction facts? Represent and solve problems involving addition and subtraction. Understand and apply properties of operations and the relationship between addition and subtraction. Work with addition and subtraction equations. Add and subtract within 20. 4.1 Adding with 0,1,2 4.2 Doubles 4.3 Near Doubles 4.4 Facts with 5 on a Ten-Frame 4.5 Making 10 on a Ten-Frame 4.6 Subtracting 0,1,2 4.7 Thinking Addition 4.8 Thinking Addition to 8 to Subtract 4.9 Thinking Addition to 12 to Subtract 4.10 Draw a Picture and Write a Number Sentence Daily Quick Check Master End of module performance assessment Portfolio assessment

11 days / December Represent and solve problems involving addition and subtraction. 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. 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. Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.3. Apply properties of operations as strategies to add and subtract.2 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.) Add and subtract within 20. 11.OA.6. Add and subtract within 20, demonstrating fluency for adding & subtracting within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a # 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). Topic: 5-Addition Facts to 20 What strategies can be used to find addition facts? Doubles facts can be associated with memorable real-world situations. Basic addition facts that are near doubles can be found using a related doubles fact. Some addition facts can be found by changing to an equivalent fact with 10. Addition facts involving 9 can be changed to an equivalent fact with 10. Addition facts involving 8 can be changed to an equivalent fact with 10. Three numbers can be added in any order and the sum will be the same. Numbers can be grouped in different ways to solve word problems with three addends. 5.1 Doubles 5.2 Doubles Plus 1 5.3 Doubles Plus 2 5.4 Two Question Problems 5.5 Making 10 to Add 5.6 Making 10 to Add 9 5.7 Making 10 to Add 8 5.8 Adding Three Numbers 5.9 Word Problems with Three Addends Daily Quick Check Master End of module performance assessment Portfolio assessment

9 days / January Represent and solve problems involving addition and subtraction. 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. Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.4. Understand subtraction as an unknown-addend problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. Add and subtract within 20. Add and subtract within 20. 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., 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). Work with addition and subtraction equations. 1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole # s. Topic: 6-Subtraction Facts to 20 What strategies can be used to find subtraction facts? Subtraction facts with teen numbers can be simplified by making use of the number s relationships to 10. Addition and subtraction have an inverse relationship. The inverse relationship between addition and subtraction can be sued to find subtraction facts; every subtraction fact has a related addition fact. 6.1 Making 10 to Subtract 6.2 More Making 10 to Subtract 6.3 Using Related Facts 6.4 Fact Families 6.5 Using Addition to Subtract 6.6 Subtraction Facts 6.7 Draw a Picture and Write a Number Sentence Daily Quick Check Master End of module performance assessment Portfolio assessment

8 days /January Topic: 7- Counting & Number Patterns to 120 Extend the counting sequence. 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. Understand place value. 1.NBT.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 2b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 2c. 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). What patterns do you notice when you count forward from 1 through 100? Numbers can be used to tell how many. Counting and place-value patterns can be seen on a hundred chart. A hundred chart shows numbers in order in rows and columns. Numbers 11 through 20 can be shown as a group of 10 up to 10 more. The decade numbers are built on groups of ten. The oral names are similar, but not the same as the number of tens counted. Skip counting can be used to find the total number of objects in a collection of equal groups. 7.1 Making Numbers 11 to 19 7.2 Using Numbers 11 to 19 7.3 Counting by 10s to 120 7.4 Counting on a Hundred Chart 7.5 Using Skip Counting 7.6 Look for a Pattern Topic Tests Basic Facts Tests

8 days /January / February Topic: 8- Tens & Ones Extend the counting sequence. Understand place value. 1.NBT.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 2a. 10 can be thought of as a bundle of ten ones called a ten. 2c. 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). How can numbers 10 and higher be shown, counted, read, and written? Numbers can be used to tell how many. Sets of 10 can be perceived as single entities. In a standard numeral, the tens are written to the left of the ones. The decade numbers to 100 are built on groups of ten. When there are only tens, counting by 10s can be sued to find how many there are in all. When objects are grouped in sets of 10 and leftovers (ones), counting the groups of ten and adding ones tells how many there are in all. Numbers greater than 10 can be represented as the sum of the tens and the ones. Numbers greater than 10 can be named in more than one way and have the same value. 8.1 Counting with Groups of 10 and Leftovers 8.2 Numbers Made with Tens 8.3 Tens and Ones 8.4 Expanded Form 8.5 Ways to Make Numbers 8.6 Make an Organized List Topic Tests Basic Facts Tests

7 days / February Topic: 9-Comparing & Ordering Numbers to 100 Extend the counting sequence. 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. Understand place value. 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 <. Use place value understanding and properties of operations to add and subtract. 1.NBT.4. Add within 100, including adding a twodigit 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. 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. How can numbers to 100 be compared and ordered? 1 more, 1 less, 10 more, 10 less express a relationship between two numbers. Place value can be used to compare and order numbers. Ordering 3 or more numbers is similar to comparing 2 numbers because each number must be compared to each of the other numbers. Numbers can be represented on a hundred chart 9.1 1 More, 1 Less, 10 More, 10 Less 9.2 Making Numbers on a Hundred Chart 9.3 Comparing Numbers with >,<, and = 9.4 Ordering Three Numbers 9.5 Making an Organized List Topic Tests Basic Facts Tests

8 days / February / March Topic: 10-Adding with Tens & Ones Use place value understanding and properties of operations to add and subtract. 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. What are ways to add with tens and ones? Adding groups of 10 is similar to adding numbers less than 10. When adding tens to a two-digit number, only the tens digit changes. There is more than one way to do a mental calculation. Techniques for doing addition calculations mentally involve changing the numbers or the expression so the calculation is easy to do mentally. The traditional algorithm for adding a twodigit number and a two-digit number starts by adding ones. Sometimes 10 ones need to be regrouped as 1 ten. Then the tens are added. 10.1 Adding Groups of 10 10.2 Adding Tens on a Hundred Chart 10.3 Adding Tens to Two-Digit Numbers 10.4 Using Mental Math to Add Tens 10.5 Adding to a Two-Digit Number 10.6 Draw a Picture and Write a Number Sentence Topic Tests

8 days / March Topic: 11- Subtracting with Tens & Ones Use place value understanding and properties of operations to add and subtract. 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. What are ways to subtract two digit numbers? Subtracting groups of 10 is similar to subtracting numbers less than 10. When subtracting tens from a two-digit number, only the tens digit changes. There is more than one way to do a mental calculation. Techniques for doing subtraction calculations mentally involve changing the numbers or the expression so the calculation is easy to do mentally. The traditional algorithm for subtracting a one-digit number from a two-digit number starts by subtracting ones. Sometimes 1 ten needs to be renamed as 10 ones before subtracting. Then the tens are subtracted. 11.1 Subtracting Groups of 10 11.2 Subtracting Tens on a Hundred Chart 11.3 Subtracting Tens from Two-Digit Numbers 11.4 Using Mental Math to Subtract Tens 11.5 Subtracting from a Two-Digit Number 11.6 Draw a Picture and Write a Number Sentence Pearsonsuccessnet.com Topic Tests

8 days / March Topic: 12-Length Measure lengths indirectly and by iterating length units. 1.MD.1. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 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. How can objects be measured, compared, and ordered by length? Objects can be compared and ordered by length. Two objects can be compared indirectly by comparing both to a third object. Measurement is a process of comparing a unit to the object being measured. The length of any object can be used as a measurement unit length. Different units can be used to measure length. 12.1 Comparing and Ordering by Length 12.2 Indirect Measurement 12.3 Using Units to Estimate and Measure Length 12.4 More Measuring Length 12.5 Use Reasoning 12.6 Measuring Using Different Units Topic Test

6 days /March / April Topic: 13-Time Measure lengths indirectly and by iterating length units. Tell and write time. 1.MD.3. Tell and write time in hours and half-hours using analog and digital clocks. How can clocks and schedules be read and used? The hour hand tells the hour, and the minute hand tells the number of minutes after the hour. Time to the hour can be shown on an analog clock or on a digital clock and can be written in two ways: _ o clock or _:00. Time can be given to the half hour. 13.1 Understanding the Hour and Minute Hands 13.2 Telling and Writing Time to the Hour 13.3 Telling and Writing Time to the Half Hour 13.4 Use Data from a Table Topic Test

9 days / April Topic: 14- Using Data to Answer Questions Represent and interpret data. 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. How can graphs be used to show data and answer questions? Each type of graph is most appropriate for certain kinds of data. Real graphs, picture graphs, and bar graphs make it easy to compare data. Tally charts are useful in recording and organizing some kinds of data. In a real graph, real objects are arranged in a particular way to make comparisons. The key for a pictograph determines the number of pictures needed to represent each number in a set of data. 14.1 Using Data from Real Graphs 14.2 Using Data from Picture Graphs 14.3 Using Data from Bar Graph 14.4 Collecting Data Using Tally Marks 14.5 Making Real Graphs 14.6 Making Reap Graphs 14.7 Making Picture Graphs Topic Test

12 days / April / May Topic: 15-Geometry Reason with shapes and their attributes. 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. 1.G.2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, 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.1 How can shapes and solids be described, compared, and used to make other shapes? Many everyday objects are close approximations of standard plane shapes. Plane shapes have many properties that make them different from one another. Many plane shapes can be described by their sides and vertices. Plane shapes can be combined to make new plane shapes. Many everyday objects closely approximate standard geometric solids. Many solid figures are comprised of flat surfaces and vertices. Attributes can be sued to sort solid figures. Many sets of solid figures can be sorted in more than one way. Solid figures can be combined to make other solid figures. 15.1 Identifying Plane Shapes 15.2 Make an Organized List 15.3 Properties of Plane Shapes 15.4 Building with Shapes 15.5 Making new Shapes from Shapes 15.6 Identifying Solids Figures 15.7 Flat Surfaces and Vertices 15.8 Sorting Solid Figures 15.9 Building with Solid Figures 15.10 Use Reasoning Topic Test

6 days / May Topic: 16-Fractions of Shapes Reason with shapes and their attributes. 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. How can you divide a shape into equal parts? A region can be divided into equal-sized parts in different ways. Equal-sized parts of a region have the same area but not necessarily the same shape. 16.1 Making Equal Parts 16.2 Describing Equal Parts of Whole Objects 16.3 Making Halves and Fourths of Rectangles and Circles 16.4 Draw a Picture Topic Test