First Grade Math Curriculum Guides Focus Standards...

First Grade Math Curriculum Guides Focus Standards and Assessments Review Unit Overview - Unit 1: Addition and Subtraction (24 days)

Big Idea/Essential Question: How can we use number bonds to understand addition and subtraction?

Unit Description: This unit reviews kindergarten standards, concentrating on addition and subtraction to 10 using number bonds

and part-part-whole thinking.

Math Practice Standards: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

Standards: 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. (Students need not use formal

terms for these properties.) 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. 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).

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 three whole numbers. For example, determine the unknown number that makes the equation true in each of the

equations 8 + ? = 11, 5 = ☐ – 3, 6 + 6 = ☐.

Supplemental Resources: California Math Project Replacement Unit Van de Walle K-2 Chapter 8 Engage New York Kindergarten Module 4

http://www.k-5mathteachingresources.com/1st-grade-number-activities.html Attached K-5 Math Teaching Resources

Turn Around Trains 1.OA3 Literature: Two Ways to Count to Ten by Ruby Dee School Day Math by Barbara Barbieri Count the Monkeys by Mac Barnett

Performance Task: Weebly: Lesson Resources by Standard: 1.0A Task North Carolina Formative Instructional and Assessment -2a, page 2 (addition) -4b, page 22 (subtraction)

http://www.k-5mathteachingresources.com/1st-grade-number-activities.html

First Grade Math Curriculum Guides Focus Standards and Assessments Unit 1 Overview: Sums and Differences to 10 (41 days)

Essential Question: What are strategies students use for sums and differences to 10?

Unit Description: Unit 1 builds on the students’ understanding of composing and decomposing numbers through 10

learned in kindergarten. Students continue to use manipulatives to build conceptual understanding in order to support addition and subtraction strategies.


Standards: 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.




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


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 three whole numbers. For example, determine the unknown number that makes the equation true in each of the

equations 8 + ? = 11, 5 = ☐ – 3, 6 + 6 = ☐.

Supplemental Resources: Engage New York Module 1 Van de Walle K-2 Chapter 9 http://www.k-5mathteachingresources.com/1st-grade-number-activities.html Attached K-5 Math Teaching Resources

Making Apple Ten Packs 1.OA1


Show 1 More 1.OA5

Show 1 Less 1.OA5

Find Ten 1.OA6

Make Ten 1.OA6 Literature: Animals on Board by Stuart J. Murphy

Performance Task: Weebly: Lesson Resources by Standard: 1.0A Task North Carolina Formative Instructional and Assessment -3b, page 8 (addition) -3aa, page 14 (subtraction)

First Grade Math Curriculum Guides Focus Standards and Assessments Unit 2 Overview: Introduction to Place Value Through Addition and Subtraction Within 20 (31 days)

Essential Question: How do addition and subtraction help us understand place value?

Unit Description: In Unit 2, students begin work in place value. Students add and subtract to 20 by grouping into tens and ones. This is done through solving word problems with equations along with fluency. Solutions like that shown to the right for 7 + 5 reinforce the need to “make 10.” This understanding is foundational to understanding “renaming” in the addition algorithm Example: to add 127 and 35 mentally (i.e., 127 + 3 + 32).


Standards: 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.




Add and subtract within 20. 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use


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.


Three Letter Addends 1.OA2

Math Fact Sort 1.OA6

Number Sentence Match 1.OA6

Teens on a Ten Frame Book 1.OA2

Tens & Ones with Snap Cubes 1.OA2 Literature: The Best Vacation Ever by Stuart J. Murphy

Performance Task: Weebly: Lesson Resources by Standard: 1.MD Task North Carolina Formative Instructional and Assessment -1b, page 3 (need string) -2a, page 6


First Grade Math Curriculum Guides Focus Standards and Assessments Unit 3 Overview: Ordering and Comparing Length Measurements as Numbers (11 days)

Essential Question: How can we order and compare length measurements as numbers? Unit Description: In Unit 3, students work on measuring lengths indirectly and by iterating nonstandard length units. Introducing measurement early in the academic year allows for an increased variety of word problems that can be practiced throughout the year. This unit provides students time to internalize and apply the heavier content of “making a 10” taught in units 1and 2. Time to the hour and half is also addressed in this unit.




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.

Tell and write time. 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. 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.

Supplemental Resources: Engage New York Module 3 Van de Walle K-2 Chapter 15 for Measurement Van de Walle K-2 Chapter 17 for Data http://www.k-5mathteachingresources.com/1st-grade-number-activities.html Attached K-5 Math Teaching Resources

Which is Longest? 1.MD1

Scoop and Order 1.MD1 Literature: How Big is a Foot? By Rolf Myller What Time Is It Mr. Crocodile? By Judy Sierra The Clock Struck One by Trudy Harris

Performance Task: Weebly: Lesson Resources by Standard: 1.NBT North Carolina Formative Instructional and Assessment -Task 1f, page 5 Task (Need cubes) -Task 1g, page 7


First Grade Math Curriculum Guides Focus Standards and Assessments Unit 4 Overview: Place Value, Comparison, Addition and Subtraction to 40 (31 days)

Essential Question: How do we use our understanding of place value to solve add and subtract to 40?

Unit Description: Unit 4 expands on the students’ understanding of place value. Addition and subtraction to 40 rests on firmly establishing a ten as a unit that can be counted. In earlier units, students loosely grouped 10 objects to make ten. They now transition to conceptualizing that ten as a single unit (using Unifix cubes, place value blocks, or ten frames). Students begin to see a problem like 33 + 5 as an opportunity to push the 3 tens in 33 over to the side and concentrate on the familiar addition problem 3 + 5.




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: 10 can be thought of as a bundle of ten ones—called a “ten.” 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 meaning 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 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.

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.

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 relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.



Ten Frame Compare 1.NBT3

Build A Train 1.NBT2

Ten More 1.NBT5 Literature: More or Less by Stuart J. Murphy Just Enough Carrots By Stuart J. Murphy One…Two…Three..Sassafras! by Stuart J. Murphy

Performance Task: Weebly: Lesson Resources by Standard 1.NBT Task North Carolina Formative Instructional and Assessment -Task 1i, page 9 -Task 1m, page 12

First Grade Math Curriculum Guides Focus Standards and Assessments Unit 5 Overview: Place Value, Comparison, Addition and Subtraction to 100 (31 days)

Essential Question: How do we use our understanding of place value to solve add and subtract to 100?

Unit Description: In Unit 5, students apply their understanding of place value, and mental math strategies as they are introduced to the addition algorithm. Students explore the algorithm by using simple examples and the familiar units of 10 made with unifix cubes, ten frames, base ten blocks etc. Students will explore the use of the algorithms with problems within 100. Math Practice Standards:

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

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,


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: 10 can be thought of as a bundle of ten ones—called a “ten.” 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 meaning 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 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.

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.

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 relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Tell and write time and money. 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.

Supplemental Resources: Engage New York Module 6 Note the change in order: Teach Engage New York Module 6 before Engage New York Module 5. Geometry is a supporting standard not a major standard. Van de Walle K-2 Chapter 12 http://www.k-5mathteachingresources.com/1st-grade-number-activities.html


Attached K-5 Math Teaching Resources

Comparing Two-Digit Numbers 1.NBT3

Scoop It 1.NBT3

Base Ten Concentration 1.NBT3

What Number is …? 1.NBT4

Adding Tens to a 2 Digit Number 1.NBT4

Race Around 1.NBT5 Literature: The Blast Off Kid by Laura Driscoll A Fair Bear Share by Stuart J. Murphy Centipede’s 100 Shoes by Tony Ross

Performance Task: Weebly: Lesson Resources by Standard: 1.NBT Task North Carolina Formative Instructional and Assessment -Task 2a, page 15-16 (<,>,=) -Task 3c, page 22-23 Adding within a 100, 10 more, 10 less

First Grade Math Curriculum Guides Focus Standards and Assessments Unit 6 Overview: Geometry: Identifying, Composing, and Partioning Shapes (11 days)

Big Idea/Essential Question: How can we work with shapes to identify, compose/decompose, and partition the shapes?

Unit Description: In Unit 6, students work with geometric shapes in terms of their attribute by composing composite shapes and decomposing composite shapes. Students use discover partitioning shapes into equal share and creating more equal shares result in smaller shares. Work with time to the hour and half hour is also addressed in this unit.


Standards: Tell and write time. 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. 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, half-circles, and quarter-

circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as “right rectangular prism.”)

1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, 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.

Supplemental Resources: Engage New York: Module 5 Van de Walle K-2 Chapter 16 http://www.k-5mathteachingresources.com/1st-grade-number-activities.html Attached K-5 Math Teaching Resources

Comparing Polygons 1.G1

Comparing 3-D Shapes 1.G2 Literature: Give Me Half! By Stuart . Murphy Captain Invincible and the Space Shapes by Stuart J. Murphy The Greedy Triangle by Marilyn Burns Eating Fractions by Bruce McMillan Full House by Dayle Ann Dodds Shapes, Shapes, Shapes by Tana Hoban

Performance Task: Weebly: Lesson Resources by Standard: 1.G Task North Carolina Formative Instructional and Assessment -Task 1c, page 5 -Task 3a, pages 8-9


First Grade Math Curriculum Guides Focus Standards...

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