Pacing Guide
1st Grade Mathematics
Unit and Duration / Standards to be Taught / Common Assessment / Vocabulary / ResourcesCalendar Skills
****week 1 teach routines and procedures as well as review numbers
*Ongoing Skills Throughout the Year
Calendar Continue / 1.NBT.2 Understand that the two digits of a twodigit
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
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).
Connections: ET01-S1C2-02; ET01-S2C1-01
S1C1- PO 1. Express whole numbers 0 to 100, in groups of tens and ones using and connecting multiple representations.
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.
Connections: 1.NBT.2; 1.RT.3; 1.SL.1; 1.W.2
S1C1- PO 2. Count forward to 100 and backward from 100 by 1s and 10s using different starting points, and count forward to 100 by 2s and 5s.
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 <.
Connections: 1.RI.3; 1.SL.1; 1.W.2
S1C1- PO 4. Compare and order whole numbers through 100 by applying the concepts of place value.
Removed(Do during calendar time)
S1C1- PO 5. Recognize and compare ordinal numbers, first through tenth.
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.
Connections: 1.RI.4; 1.SL.2; 1.SL.3; 1.W.2;
ET01-S4C2-02; ET01-S2C1-01;
SC01-S1C3-03; SC01-S1C3-04
S2C1- PO 1. Collect, record, organize, and display data using tally charts or pictographs.
Removed(Do during calendar time)
S3C1- PO 1. Recognize, describe, extend, create, and record repeating patterns.
Removed(Do during calendar time)
S4C4- PO 3. Sequence the days of the week and the months of the year.
1.MP.4. Model with
mathematics.
S5C2- PO 4. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols. / Grade 1 pretest
Students orally count to teacher by 2’s, 5’s, and 10’s (forward/backward from different starting points). / Tally chart
Pictograph
Record
Days of week
Months of year
Yesterday
Today
Tomorrow
Greater than
Less than
Before
After
Tens
Ones
Pattern
Create
Describe
Ordinal numbers / Book:
Back to School – B1-B10
Count by 2’s – Chpt12 pg 325A-326
Count by 5’s, 10’s – Chpt12 pg 327A-328
Spin & Skip Count Activity – Chpt12 pg 331
Standards removed still necessary
Odd/Even – Chpt12 pg333A-334
Ordinal #’s – Chpt11 pg 307A-308
Days/Weeks/Months – 375A-378
Patterns -219A
(days of the week game)
Houghton Mifflin Unit Resources (Blue Folder):
Homework 11.2 (Ordinal #’s)
Unit and Duration / Standards to be Taught / Common Assessment / Vocabulary / Resources
Chapter 1 Number Concepts
August Week 2-3
(August 15-26) / 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.
Connections: 1.NBT.2; 1.RT.3; 1.SL.1; 1.W.2
S1C1- PO 2. Count forward to 100 and backward from 100 by 1s and 10s using different starting points, and count forward to 100 by 2s and 5s.
1.NBT.2 Understand that the two digits of a twodigit
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
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).
Connections: ET01-S1C2-02; ET01-S2C1-01
S1C1- PO 1. Express whole numbers 0 to 100, in groups of tens and ones using and connecting multiple representations.
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 <.
Connections: 1.RI.3; 1.SL.1; 1.W.2
S1C1- PO 4. Compare and order whole numbers through 100 by applying the concepts of place value.
1.MP.1. Make sense of
problems and persevere in
solving them.
S5C2- PO 1. Identify the question(s) asked and any other questions that need to be answered in order to find a solution.
S5C2- PO 2. Identify the given information that can be used to find a solution. / Quick check pg. 16
Chapter test pg. 31-32 / Number line, before, after, between, number words 0-20, less than, greater than, equal to. / (months of the year game)
(counting ones and tens)
(worksheet on counting by 2’s)
(worksheet on counting by 1’s)
Chapter 1
Lessons 1.1-1.9
Unit and Duration / Standards to be Taught / Common Assessment / Vocabulary / Resources
Chapter 2
Addition to 10
Week 4-5
Aug. 29 - Sept. 9
Chapter 3
Subtraction to 10
** look at chapter 2 standards
Week 6-7
(September 12-23) / These standards are for Chapters 2 and 3
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. (See Table
1.)
Connections: 1.OA.2; 1OA.3; 1OA.6; 1.RI.3;
ET01-S1C4-01; ET01-S2C1-01
S1C2- PO 1. Solve contextual problems using multiple representations for addition and subtraction facts.
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).
Connections: 1.OA.1; 1.OA.2; 1.OA.3; 1.OA.4;
1.OA.5; ET01-S1C2-02
S1C2- PO 2. Demonstrate addition and subtraction of numbers that total less than 100 by using various representations that connect to place value concepts.
S1C2- PO 3. Develop and use multiple strategies for addition facts to 10+10 and their related subtraction facts.
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.) (Students
need not use formal terms for these properties.)
Connections: 1.OA.1; 1.OA.2; 1.OA.7; 1.RI.3;
ET01-S2C1-01
S1C2- PO 5. Apply properties to solve addition/subtraction problems
- Identity property of addition/subtraction and
- Commutative property of addition.
express regularity in
repeated reasoning.
S1C3- PO 1. Use estimation to determine if sums are more or less than 5, more or less than 10, or more or less than 20.
1.MP.1. Make sense of
problems and persevere in
solving them.
S5C2- PO 1. Identify the question(s) asked and any other questions that need to be answered in order to find a solution.
S5C2- PO 2. Identify the given information that can be used to find a solution.
S5C2- PO 5. Explain and clarify mathematical thinking.
S5C2- PO 6. Determine whether a solution is reasonable. / Chapter 2 Test
Sums to 10 screener for assessment saved in folder
Quick Check:
Quick check
Pg. 70
Chapter 3 test pgs. 83-84 / Add
Plus sign
Equal sign
Sum
Whole
Part
Addition sentence
Zero order
addend
Whole
Part
Subtract
Minus sign
Equal sign
Subtraction sentence
Difference
zero / (addition game)
Addition power point (saved in Folder August week 3 resources)
(Addition practice website)
(make your own worksheet)
(addition game)
Several Sums to 10 Screeners saved in Folder
(website with sums of 10 problems)
Chapter 2 35A-51A
Chapter 3
Unit and Duration / Standards to be Taught / Common Assessment / Vocabulary / Resources
Chapter 4
Charts & Graphs
Week 8-9
(Sept.26-October 7) / 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.
Connections: 1.RI.4; 1.SL.2; 1.SL.3; 1.W.2;
ET01-S4C2-02; ET01-S2C1-01;
SC01-S1C3-03; SC01-S1C3-04
S2C1- PO 1. Collect, record, organize, and display data using tally charts or pictographs.
S2C1- PO 2. Ask and answer questions by interpreting simple displays of data, including tally charts or pictographs. / Quick Check – pg 94
Chpt4 Test pg 107-018
Quarter 1 assessment / Tally
Pictograph
Bar graph
Tally chart / Book:
Chpt4 pg 87A-92
(graphing worksheet)
Houghton Mifflin Unit Resources (Blue Folder):
Practice 4.1, 4.2
(graphing worksheet)
Houghton Mifflin Unit Resources (Blue Folder):
Chapter 4 Test (1st pg only)
Unit and Duration / Standards to be Taught / Common Assessment / Vocabulary / Resources
Chapter 5
Addition Strategies through 10
Week 10
(October 17-21) / These standards are for Chapters 5 and 6
Introduce Adding Doubles
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.
Connections: 1.OA.1; 1.OA.2; 1.OA.3; 1.OA.5;
1.OA.6; 1.NBT.2; 1.NBT.5; 1. SL.1; 1.W.2
S1C2- PO 3. Develop and use multiple strategies for addition facts to 10+10 and their related subtraction facts.
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.) (Students
need not use formal terms for these properties.)
Connections: 1.OA.1; 1.OA.2; 1.OA.7; 1.RI.3;
ET01-S2C1-01
S1C2- PO 4. Create word problems based on addition and subtraction facts. / Quick Check pg. 132
Chapter 5 test pg. 141 - 142
Oral test on doubles facts out of order sums 0 - 20 / Count on
Number line
Doubles fact
Addend
Plus sign
Sum
Equal sign
Addition sentence / Book:
Chpt5 pg129A-138
Unit Resources (Blue Folder):
Re-teach 5.3
(Doubles addition fact practice with dominos)
(interactive flashcards to practice doubles facts)
Worksheets saved in folder
Houghton Mifflin Unit Resources (Blue Folder):
Practice 5.3
Unit and Duration / Standards to be Taught / Common Assessment / Vocabulary / Resources
Chapter 6
Subtraction Strategies through 10
** look at chapter 2 standards
Week 11
(October 24-28) / .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.) (Students
need not use formal terms for these properties.)
Connections: 1.OA.1; 1.OA.2; 1.OA.7; 1.RI.3;
ET01-S2C1-01
S1C2- PO 5. Apply properties to solve addition/subtraction problems
- Identity property of addition/subtraction and
- Commutative property of addition.
Minus sign
Equal
Number line
Counting on
Commutative
Property
Identity
Property
Ones
Tens
Solution
Answer
Estimate
Sum
Reasonable / Chapter 6
(addition game)
Addition power point (saved in Folder)
(Addition practice website)
(make your own worksheet)
(addition game)
Several Sums to 10 Screeners saved in Folder
(website with sums of 10 problems)
Chapter 2
- Note: Teaching different strategies ex. Count back, number line, related facts, fact family
Unit and Duration / Standards to be Taught / Common Assessment / Vocabulary / Resources
Chapter 7
Shapes
Week 12-13
(October 31 thru November 11) / Removed
S2C3- PO 1. Use Venn diagrams to sort, classify, and count objects and justify the sorting rule.
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.
Connections: 1.RI.3; 1.SL.1; 1.SL.2;
ET01-S2C1-01; SC01-S5C1-01
S4C1- PO 1. Identify and draw 2-dimensional geometric figures based on given attributes regardless of size or orientation.
S4C1- PO 2. Compare and sort basic 2-dimensional figures (including irregular figures) using attributes and explain the reasoning for the sorting.
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. (Students do not need to learn formal
Connections: 1.RI.3; 1.SL.1; ET01-S2C1-01
S4C1- PO 3. Describe the results of composing and decomposing 2-dimensional figures.
3D figure review / Quick Check – Chpt7 pg 190
Chpt7 Test pg 203-204
Describe a shape to students, they draw / Side
Corner
Square
Circle
Triangle
Rectangle
Face
Edge
Cube
Sphere
Cylinder
Cone
Pyramid
Rectangular prism / Book:
Chpt7 pg 183A-201
Houghton Mifflin Unit Resources:
Homework 7.2
Enrichment 7.3
Workmat 4 (Sorting Map: Venn Diagram)
Give students different objects to sort into Venn diagram (shapes, objects of different colors)
Shape manipulative
Houghton Mifflin Unit Resources (Blue Folder):
Practice 7.2, 7.3
Problem Solving 7.3
Homework 7.7
Unit and Duration / Standards to be Taught / Common Assessment / Vocabulary / Resources
Chapter 9
Lessons 1-4 and 6
Fractions
Week 14 &15
(Nov. 14-22) / 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.
Introduce fractions (whole, ¼, 1/3, ½) / Quick Check pg. 246
Chpt 9 pg 259 only / Whole
Fraction
Equal parts
Halves
One half
Fourths
One fourth
One third
Thirds
Quarters
½
1/3
¼ / Book:
Chpt9 pg 239A-248
Chpt14 pg 410 – bottom only
Houghton Mifflin Unit Resources (Blue Folder):
Practice 9.2, 9.3
Fraction Action (book by Loreen Leedy)
Fraction-part of set (saved in folder)
(fraction game)
Houghton Mifflin Unit Resources (Blue Folder):
Practice 9.4
Unit and Duration / Standards to be Taught / Common Assessment / Vocabulary / Resources
Chapter 10
Place Value to 100
(10’s and 1’s)
Week 16-18
(Nov. 28-Dec. 16) / 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).
Connections: 1.OA.1; 1.OA.2; 1.OA.3; 1.OA.4;
1.OA.5; ET01-S1C2-02
S3C3- PO 1. Record equivalent forms of whole numbers to 100 by constructing models and using numbers.
1.NBT.2 Understand that the two digits of a twodigit
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
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).
Connections: ET01-S1C2-02; ET01-S2C1-01
S1C1- PO 1. Express whole numbers 0 to 100, in groups of tens and ones using and connecting multiple representations. / Quick Check – Chpt10 pg 288
Chpt10 Test pg 301-302
Quarter 2 assessment / Ones
Tens
Regroup
One hundred
Expanded notation
(1 hundred 2 tens 1 one
100+20+1= 121) / Book:
Chpt10 pg 277A-299
Chpt21 pg 607A-608
(worksheet on tens and ones)
Houghton Mifflin Resources: Practice 10.1-10.6
Unit and Duration / Standards to be Taught / Common Assessment / Vocabulary / Resources
Chapter 11
All lessons except 3
Compare and Order Numbers
Week 19-20
(Jan.2-13) / 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.
Connections: 1.NBT.2; ET01-S1C2-02
S1C1- PO 3. Identify numbers that are 10 more or less than a given number to 90.
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 <.
Connections: 1.RI.3; 1.SL.1; 1.W.2
S1C1- PO 4. Compare and order whole numbers through 100 by applying the concepts of place value.
S3C3- PO 2. Compare expressions using spoken words and the symbols = and ≠.
Introduce “greater than” and “less than” symbols / Quick Check – pg. 312 ** don’t do #7
Chpt11 Test pg 321-322 **don’t do #’s 13 & 20 / Before
After
Between
Greater than
Less than
Equal to / Book:
Compare – Chpt1 pg 11A-14, 21A-28
Greater/Less – Chpt11 pg 313A-316
(comparing numbers using greater than, less than to 50)
(worksheet on comparing numbers)
(worksheet on comparing numbers)
Houghton Mifflin Unit Resources:
Re-teach 12.3, Practice 1.3
Houghton Mifflin Unit Resources (Blue Folder):
Practice 12.3 (more/less)
Unit and Duration / Standards to be Taught / Common Assessment / Vocabulary / Resources
Chapter 12
Number Patterns
Week 21-22
(Jan. 18-27) / 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.
Connections: 1.NBT.2; 1.RT.3; 1.SL.1; 1.W.2
S1C1- PO 2. Count forward to 100 and backward from 100 by 1s and 10s using different starting points, and count forward to 100 by 2s and 5s
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.
Connections: 1.NBT.2; ET01-S1C2-02
S1C1- PO 3. Identify numbers that are 10 more or less than a given number to 90. / Quick Check pg. 332
Chapter 12 pg. 341-342 / Skip count
more than, less than,
Odd
even. / Chapter 12
(comparing numbers using greater than, less than to 50)
(worksheet on comparing numbers)
(worksheet on comparing numbers)
Houghton Mifflin Unit Resources:
Re-teach 12.3, Practice 1.3
Houghton Mifflin Unit Resources (Blue Folder):
Practice 12.3 (more/less)
Unit and Duration / Standards to be Taught / Common Assessment / Vocabulary / Resources
Time
Week 24-25
(Jan. 30-Feb. 10) / 1.MD.3. Tell and write time in hours and halfhours
using analog and digital clocks.
Connections: 1 SL.1; 1LRI.3; ET01-S1C2-02;
ET01-S2C1-01
Introduce Hour and Half Hour on a clock (2nd Grade) / Houghton Mifflin Resource Folder (Blue Folder):
Practice 13.3 (Hour)
Practice 13.4 (Half-hour) / Face
Clock
Minute hand
Hour hand
Minute
Hour
Half past / Book:
Chpt13 pg 363A-367, 373A-374
(Clock game)
(clock game)
(Class clock which can be used on monitor)
(class clock to be used on monitor)
Telling Time Power Points saved in folder
Unit and Duration / Standards to be Taught / Common Assessment / Vocabulary / Resources
Addition to 12
Week 26 & 27
(Feb.. 13-24) / 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. (See Table
1.)
Connections: 1.OA.2; 1OA.3; 1OA.6; 1.RI.3;
ET01-S1C4-01; ET01-S2C1-01
S1C2- PO 1. Solve contextual problems using multiple representations for addition and subtraction facts. / Quick Check: pg.