Topic: 1-One to Five

Mathematics Curriculum Kindergarten Suggested Blocks of Instruction: 12 days /September Topic: 1-One to Five Know number names and the count sequence. K.CC.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to tell the number of objects. K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality. 4a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. 4b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. K.CC.5. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1 20, count out that many objects. /Enduring How does counting tell you how many? How can you use objects to solve a problem? Counting tells how many are in a set, regardless of their arrangement or the order in which they were counted. The last number said when counting a set is the total. Counting is cumulative. There is a unique symbol that goes with each number word. 1.1 Counting 1,2, and 3 1.2 Counting 1,2,3 in Different 1.3 Reading and Writing 1,2, and 3 1.4 Counting 4 and 5 1.5 Counting 4 and 5 in Different Arrangements 1.6 Reading and Writing 4 and 5 1.7 Use Objects Topic Test

Suggested Blocks of Instruction: 12 days /September/October Mathematics Curriculum Kindergarten Topic: 2-Comparing & Ordering Numbers 0 to 5 / Know number names and the count sequence. K.CC.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to tell the number of objects. K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality. 4c. Understand that each successive number name refers to a quantity that is one larger. Compare numbers. K.CC.6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. How does using one to one correspondence help you compare two sets of objects? How can we use objects to show the number sequence from 0 to 5? If you compare two groups of objects and the number of objects match, the groups have the same number of objects. If one group has items left over, that group has more. The other group has fewer objects. 1 more than or 2 more than expresses the relationship between two groups of objects. 1 fewer than or 2 fewer than expresses the relationship between two groups of objects. Zero is a number that tells how many objects there are when there are none. If you compare two groups of objects and the number of objects match, the groups have the same number of objects. If you compare two groups and one group has items left over, that group has more. The other group has fewer objects. There is a specific order to the set of whole numbers. Zero is a number that tells how many objects there are when there are none. Numbers can be used to tell order (ordinal numbers). Positions/order in a row can be found by counting, and ordinal names are similar to number names. 2.1 More, Fewer, and Same as 2.2 1 and 2 More 2.3 1 and 2 Fewer 2.4 The Number 0 2.5 Reading and Writing 0 2.6 As Many, More, and Fewer 2.7 Ordering Number 0-5 2.8 Ordinal Numbers Through Fifth 2.9 Use Objects Daily Quick Check Masters Topic Test Basic Fact Test

Suggested Blocks of Instruction: 10 Days /October Know number names and the count sequence. K.CC.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to tell the number of objects. K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality. 4a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. 4b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. K.CC.5. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1 20, count out that many objects. Mathematics Curriculum Kindergarten Topic: 3-Six to Ten /Enduring How can you be sure you are counting correctly? How do you use counting to tell how many objects are in a set? Counting tells how many are in a set no matter which order the numbers are counted. The last number said when counting a set is the total. There is a unique symbol that goes with each number word. Some problems can be solved by identifying elements that repeat in a predictable way. 3.1 Counting 6 and 7 3.2 Reading and Writing 6 and 7 3.3 Counting 8 and 9 3.4 Reading and Writing 8 and 9 3.5 Counting 10 3.6 Reading and Writing 10 3.7 Look for a Pattern Topic Test

Mathematics Curriculum Kindergarten Suggested Blocks of Instruction: 13 Days /November/December Topic: 4-Comparing and Ordering Numbers 0 to 10 Know number names and the count sequence. K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count to tell the number of objects. Compare numbers. K.CC.6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1 K.CC.7. Compare two numbers between 1 and 10 presented as written numerals. /Enduring How do you know which number is greater than another? How can you use a number line to help count from 0 to 10? In a pair of numbers, the number that shows more is greater. The number that shows fewer is less. You can use 5 as a benchmark to compare numbers. You can use 10 as a benchmark to compare numbers. 1 more than, 1 fewer than, 2 more than, and 2 fewer than expresses a relationship between two numbers. There is a specific order to the set of whole numbers. Numbers can be shown by a unique point on the number line. The distance between any two consecutive whole numbers on a given number line is always the same. 4.1 Comparing Numbers Through 10 4.2 Comparing Numbers to 5 4.3 Comparing to 10 4.4 1 More 4.5 1 Fewer 4.6 2 More 4.7 2 Fewer 4.8 Ordering Numbers Through 10 4.9 Ordering Numbers on a Number Line 4.10 Use Objects Topic Test

Suggested Blocks of Instruction: 8 days /December Know number names and the count sequence. K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count to tell the number of objects. 4b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Mathematics Curriculum Kindergarten Topic: 5 - Numbers to 20 /Enduring How can numbers to 20 be counted, read, and written? There is a unique symbol that goes with each number word. 5.1 Counting, Reading and Writing 11-12 5.2 Counting, Reading and Writing 13,14 5.3 Counting, Reading and Writing 16 and 17 5.4 Counting, Reading and Writing 18, 19 and 20 5.5 Use Logical Reasoning Topic Test

Suggested Blocks of Instruction: 9 days / December/January Know number names and the count sequence. K.CC.1. Count to 100 by ones and by tens. Count to tell the number of objects. K.CC.5. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1 20, count out that many objects. Mathematics Curriculum Kindergarten Topic: 6-Numbers to 100 /Enduring How can numbers from 1 to 100 be counted using a hundred chart? When you count by 2 s and 10 s on a hundred chart, what patterns do you see? Counting tells how many are in a set no matter which order the objects are counted. The last number said when counting a set is the total. Counting is cumulative. Numbers are counted and written in a specific sequence on a hundred chart. The decade numbers are built on groups of ten. The oral names are similar but not the same as the number of tens counted. Counting patterns (numerical and visual) can be seen on a hundred chart. 6.1 Counting to 30 6.2 About How Many? 6.3 Counting to 100 6.4 Counting Groups of 10 6.5 Patterns on a Hundred Chart 6.6 Look for a Pattern Topic Test

Suggested Blocks of Instruction: 10 days /January Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. K.OA.1. Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. K.OA.2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. K.OA.5. Fluently add and subtract within 5. Mathematics Curriculum Kindergarten Topic: 7-Understanding Addition /Enduring How does moving two groups of objects together help you know how many objects there are in all? What do you find out when you join two groups, or two parts of a whole? Joining parts to make a whole is one interpretation of addition. Joining groups can be shown in an addition expression that uses the plus sign (+). Joining parts to make a whole is one interpretation of addition. Addition number sentences using + and = can be used to show parts of a whole. 7.1 Stories about Joining 7.2 More Joining 7.3 Joining Grouos 7.4 Using the Plus Sign 7.5 Finding Sums 7.6 Addition Sentences 7.7 Draw a Picture Topic Test

Suggested Blocks of Instruction: 11 days /January / February Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. K.OA.1. Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. K.OA.2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. K.OA.5. Fluently add and subtract within 5. Mathematics Curriculum Kindergarten Topic: 8-Understanding Subtraction /Enduring How does moving an object, or objects, to the side of a group of objects help you know how many objects are left? What types of situations involve subtraction? Separating parts from a whole is one interpretation of subtraction. Taking part of a group away is one interpretation of subtraction. Comparing two quantities to find how much more/less one quantity is than the other is one interpretation of subtraction. Separating, take away, and comparison subtraction situations can be shown in a subtraction expression that uses the minus sign (-). Some separating, take away, and comparison situations can be represented and solved using subtraction. Subtraction number sentences using and = can be used to show subtraction situations. 8.1 Stories About Separating 8.2 Stories About Take Away 8.3 Stories About Comparing 8.4 Act It Out 8.5 Using the Minus Sign 8.6 Finding Differences 8.7 Subtraction Sentences 8.8 Use Objects Topic Test

Suggested Blocks of Instruction: 12 days / February/March Mathematics Curriculum Kindergarten Topic: 9-More Addition and Subtraction Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. K.OA.3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). K.OA.4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Describe and compare measurable attributes. K.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. /Enduring Why can you show the same number of objects in different ways? How can the parts of a number be written as a number sentence? There is more than one way to show a number. Joining parts to make a whole is one interpretation of addition. Addition number sentences using + and = can be sued to show parts of a whole. 9.1 Making 4 and 5 9.2 Writing Number Sentences for 4 and 5 9.3 Making 6 and 7 9.4 Writing Numbers Sentences for 6 and 7 9.5 Making 8 and 9 9.6 Writing Number Sentences for 8 and 9 9.7 Making 10 9.8 Writing Number Sentences for 10 Topic Test

Suggested Blocks of Instruction: 7 days /March Work with numbers 11-19 to gain foundations for place value. K.NBT.1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Mathematics Curriculum Kindergarten Topic: 10-Composing Numbers 11 to 19 /Enduring How can you add 1 ten and some ones to make numbers from 11 to 19? What strategies can you use to find the number of objects in a set greater than 10? Numbers from 11-19 can be represented as the sum of 10 and some more. 10.1 Making 11,12, and 13 10.2 Making 14,15 and 16 10.3 Making 17,18 and 19 10.4 Look for a Pattern Topic Test

Suggested Blocks of Instruction: 8 days /March Mathematics Curriculum Kindergarten Topic: 11-Decomposing Numbers 11 to 19 Work with numbers 11-19 to gain foundations for place value. K.NBT.1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. /Enduring How can we break the numbers 11 to 19 into parts? There is more than one way to show a number. The numbers 11, 12, and 13 can be decomposed as the sum of ten and some ones. The number 11 is decomposed to the sum of 10 + 1, the number 12 is decomposed to 10 + 2, and the number 13 is decomposed to 10 + 3. The numbers 14, 15, and 16 can be decomposed as the sum of ten and some ones. The number 14 is decomposed to 10 + 4, the number 15 is decomposed to 10 + 5, and the number 16 is decomposed to 10 + 6. The number 17, 18, and 19 can be decomposed as a ten and some ones. The number 17 is decomposed to 10 + 7, the number 18 is decomposed 10 + 8, and the number 19 is decomposed to 10 + 9. 11.1 Creating Sets to 19 11.2 Parts of 11,12, and 13 11.3 Parts of 14,15, and 16 11.4 Parts of 17, 18, and 19 11.5 Look for a Pattern Topic Test

Suggested Blocks of Instruction: 11 days /April Describe and compare measurable attributes. K.MD.1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. K.MD.2. Directly compare two objects with a measurable attribute in common, to see which object has more of / less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Mathematics Curriculum Kindergarten Topic: 12-Measurement /Enduring How can you describe the attributes of an object? How can you make a good guess to try to solve a problem? Objects have measurable attributes such as length, capacity, and weight that can be compared and described. Objects can be compared by length. Objects can be compared by height. Comparing by height is similar to comparing by length. Objects can be compared by capacity. Objects can be compared by weight. 12.1 Describing Objects by More Than One Attribute 12.2 Comparing by Length 12.3 More Comparing Objects by Length 12.4 Try, Check, and Revise 12.5 Comparing by Height 12.6 More Comparing Objects by Height 12.7 Comparing Capacities 12.8 Comparing by Weight Topic Tests

Suggested Blocks of Instruction: 10 days /April/May Mathematics Curriculum Kindergarten Topic: 13-Sorting, Classifying, Counting, and Categorizing Data Classify objects and count the number of objects in each category. K.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. /Enduring What does looking at the color, shape, and size of objects help you know about them? What are some ways to sort objects? Attributes can be used to compare objects. Attributes can be sued to sort a group of objects. Attributes such as color, shape, or size can be sued to sort the same set of objects in different ways. A set of objects can be sorted according to a combination of attributes. 13.1 Same and Different 13.2 Sorting by One Attribute 13.3 Sorting the Same Set in Different Ways 13.4 Sorting by More Than One Attribute 13.5 Use Logical Reasoning 13.6 Real Graphs 13.7 Picture Graphs Topic Test Basic Facts Tests

Suggested Blocks of Instruction: 11 days / May Mathematics Curriculum Kindergarten Topic: 14-Identifying & Describing Shapes Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). K.G.2. Correctly name shapes regardless of their orientations or overall size. K.G.3. Identify shapes as two-dimensional (lying in a plane, flat ) or three-dimensional ( solid ). /Enduring What do you look for when you describe and match shapes? How can you describe the flat surfaces of solids? A rectangle has four sides and four corners. A square has four sides and four corners. All the sides of a square are the same length. A circle is round and does not have any corners. All triangles have three sides but can have different configurations of sides and angles. A hexagon is a shape with six sides and six corners. Three-dimensional or solid figures have length, width, and height. Many everyday objects closely approximate standard geometric solids. Flat surfaces of many solid figures have specific shapes. 14.1 Rectangles 14.2 Squares 14.3 Circles 14.4 Triangles 14.5 Hexagons 14.6 Solid Figures 14.7 Flat Surfaces of Solids Figures 14.8 Use Objects Topic Test

Suggested Blocks of Instruction: 8 days / May/June Mathematics Curriculum Kindergarten Topic:15- Position & Location of Shapes Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). K.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. /Enduring How can you describe where something is using the words above, below or on? The position of objects can be determined in relation to surrounding objects and described using words. 15.1 Inside and Outside 15.2 Above, Below, and On 15.3 In Front of and Behind 15.4 Left and Right 15.5 Act It Out Topic Test

Suggested Blocks of Instruction: 8 days / June Mathematics Curriculum Kindergarten Topic: 16- Analyzing, Comparing, and Composing Shapes Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Analyze, compare, create, and compose shapes. K.G.4. Analyze and compare two- and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/ corners ) and other attributes (e.g., having sides of equal length). K.G.5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. K.G.6. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? /Enduring How do you know when shapes are exactly the same? What three-dimensional shapes can you make using solid figures? Shapes in the plane can be the same size and shape. Shapes can be combined to make other shapes. Solid figures can be compared in different ways. Some solid figures can be compared by their flat surfaces (faces) and vertices (corners). Solid figures can be combined to make other solid figures. 16.1 Same Size, Same Shape 16.2 Making Shapes from Other Shapes 16.3 Comparing Solid Figures 16.4 Building with Solid Figures 16.5 Use Logical Reasoning Topic Test

Mathematics Curriculum Grade 1 Suggested Blocks of Instruction: 15 days /September 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.) /Enduring 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

Mathematics Curriculum Grade 1 Suggested Blocks of Instruction: 14 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. /Enduring 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

Mathematics Curriculum Grade 1 Suggested Blocks of Instruction: 9 days /October Topic: 3-Five and Ten Relationships /Enduring 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

Mathematics Curriculum Grade 1 Suggested Blocks of Instruction: 14 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 /Enduring : 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

Suggested Blocks of Instruction: 13 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). Mathematics Curriculum Grade 1 Topic: 5-Addition Facts to 20 /Enduring 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

Suggested Blocks of Instruction: 10 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. Mathematics Curriculum Grade 1 Topic: 6-Subtraction Facts to 20 /Enduring 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

Mathematics Curriculum Grade 1 Suggested Blocks of Instruction: 9 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). /Enduring 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

Mathematics Curriculum Grade 1 Suggested Blocks of Instruction: 9 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). /Enduring 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

Mathematics Curriculum Grade 1 Suggested Blocks of Instruction: 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. /Enduring 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

Mathematics Curriculum Grade 1 Suggested Blocks of Instruction: 9 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. /Enduring 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

Mathematics Curriculum Grade 1 Suggested Blocks of Instruction: 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. /Enduring 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

Mathematics Curriculum Grade 1 Suggested Blocks of Instruction: 8 days / March / April 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. /Enduring 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

Mathematics Curriculum Grade 1 Suggested Blocks of Instruction: 6 days / 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. /Enduring 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

Mathematics Curriculum Grade 1 Suggested Blocks of Instruction: 10 days / May 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. /Enduring 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

Mathematics Curriculum Grade 1 Suggested Blocks of Instruction: 13 days / 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 /Enduring 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

Mathematics Curriculum Grade 1 Suggested Blocks of Instruction: 6 days / May / June 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. /Enduring 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

Suggested Blocks of Instruction: 13 days / September Mathematics Curriculum Grade 2 Topic: 1 - Understanding Addition and Subtraction Represent and solve problems involving addition and subtraction. 2.OA.1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. /Enduring What are some ways to think about addition and subtraction? 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 parts of a whole. Separating parts from a hole and comparison are two interpretations of subtraction. Subtraction number sentences can be used to show separating parts from a hole or comparison subtraction situations. Addition and subtraction have an inverse relationship. The inverse relationship between addition and subtraction can be used to find subtraction facts; every subtraction fact has a related addition fact. 1.1 Writing addition number sentences 1.2 Stories about joining 1.3 Writing subtraction number sentences 1.4 Stories about separating 1.5 Stories about comparing 1.6 Connecting addition & subtraction 1.7 Use objects for solving problems Topic Test

Suggested Blocks of Instruction: 11 days October Represent and solve problems involving addition and subtraction. 2.OA.1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 Add and subtract within 20. 2.OA.2. Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers. Mathematics Curriculum Grade 2 Topic: 2 - Addition Strategies /Enduring What are strategies for finding 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. 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. Two numbers can be added in any order. Three or more whole numbers can be grouped and added in any order. 2.1 Adding 0, 1, 2 2.2 Adding doubles 2.3 Adding near doubles 2.4 Adding in any order 2.5 Adding 3 numbers 2.6 Making 10 to add 2.7 Draw a picture and write a # sentence Topic Test

Suggested Blocks of Instruction: 9 days / October Represent and solve problems involving addition and subtraction. 2.OA.1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 Add and subtract within 20. 2.OA.2. Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers. Mathematics Curriculum Grade 2 Topic: 3 - Subtraction Strategies /Enduring What are strategies for finding subtraction facts? Addition and subtraction have an inverse relationship. The inverse relationship between addition and subtraction can be used to find subtraction facts; every subtraction fact has a related addition fact. Some subtraction facts can be found by subtracting from the minuend (the larger number) an amount to get to 10 and then subtracting the amount that remains. 3.1 Subtracting 0, 1,2 3.2 Thinking addition to subtraction doubles 3.3 Thinking addition to 10 subtract 3.4 Thinking addition to 18 to subtract 3.5 Making 10 to subtract 3.6 Two question problems Topic Test