1, 6 Makes sense of and perseveres in solving complex mathematical problems in a variety of authentic situations.
1. Make sense of problems and persevere in solving them.
Students will use the problem solving structures, understanding of properties, and the number combinations within equations to solve increasingly complex sets of numbers within twenty.
6. Attend to precision.
Students apply quantitative number knowledge to represent number/numbers within a problem on a number line with the end as the total.
2, 3 Uses mathematical reasoning to construct viable arguments and critique the reasoning of others and self.
*2. Reason abstractly and quantitatively.
Students will work with bare number tasks after using objects and representations of numbers to solve problems and build fluency within ten. They will extend these practices to twenty.
3. Construct viable arguments and critique the reasoning of others.
Students will discuss representations in different modalities to build a broader understanding of relationship to equations. They will critique others’ representations and arguments regarding these combinations.
7, 8 Communicates effectively when making mathematical statements and expresses answers with an appropriate degree of precision.
*7. Look for and make use of structure.
Students will use understanding of combinations to ten to better understand the combinations to twenty.
8. Look for express regularity in repeated reasoning.
Students will use understanding of combinations to ten to better understand the combinations to twenty.
4, 5 Applies mathematical knowledge to model situations using multiple representations and appropriate tools in order to solve problems
*4. Model with mathematics.
Students will build equations first with objects and representations, and then move to organizers with the numbers. They will gradually apply number knowledge and number relationships to extend place value knowledge
5. Use appropriate tools strategically.
Use of manipulatives to represent numbers helps students see properties and the organizational structure within problem solving types.
Major Standards
1st Grade Skills/Concepts
Assessment
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:
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).
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 >, =, <. 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 = 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 6 + 6 + 1 = 12 + 1 = 13).
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 using objects, drawings, and equations 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.
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.
Work with addition and 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.
1.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 following equations: 8 + ? = 11, 5 = - 3, 6 + 6 = .
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, including “How many in each category?” and “How many more or less are in one category than in another?”.
Supporting Standards
Assessment Summative Assessments Decomposing Teen Numbers Numeral Recording Sheet Making 10 and More Applying Properties Understanding the Meaning of the Equal Sign Balancing Missing Number with Diagrams Graphing Cars Pre-Assessments Formative Assessments Self-Assessments Snap-it Subtract by Adding Number Line Addition and Subtraction Oral Counting Write Numerals to 120 Identify the Symbol Giant Story Problems Number Line Comparisons 1-20 War Twenty Frame War Domino Comparison Snap-it Bump! Doubles +1 / +2 Doubles -1/-2 Total Three Making 10 and More
(Add and Subtract within 10)
Mathematical Behaviors on Report Card
Mathematical Behaviors in this Unit
*Emphasized
6. Attend to precision.
3. Construct viable arguments and critique the reasoning of others.
8. Look for express regularity in repeated reasoning.
5. Use appropriate tools strategically.
Major Standards
1st Grade Skills/Concepts
Assessment
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.
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:
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, <. Add and subtract within 20
1.OA.5
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
Use strategies such as:
1.OA.1
Use addition and subtraction within 20 to solve word problems involving situations of
by:
Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by:
1.OA.3
Apply properties of operations as strategies to add and subtract.
Examples:
Understand subtraction as an unknown-addend problem.
For example:
subtract 10 – 8 by finding the number that makes 10 when added to 8.
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.
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 following equations: 8 + ? = 11, 5 = - 3, 6 + 6 = .
1.MD.4
Supporting Standards
Assessment Summative Assessments Decomposing Teen Numbers Numeral Recording Sheet Making 10 and More Applying Properties Understanding the Meaning of the Equal Sign Balancing Missing Number with Diagrams Graphing Cars Pre-Assessments Formative Assessments Self-Assessments Snap-it Subtract by Adding Number Line Addition and Subtraction Oral Counting Write Numerals to 120 Identify the Symbol Giant Story Problems Number Line Comparisons 1-20 War Twenty Frame War Domino Comparison Snap-it Bump! Doubles +1 / +2 Doubles -1/-2 Total Three Making 10 and More