Cleveland City Schools Grade 1 Standards Guide Mathematics

Cleveland City Schools Grade 1 Standards Guide Mathematics

CLEVELAND CITY SCHOOLS • GRADE 1 STANDARDS GUIDE • MATHEMATICS

Standard / Suggested Mathematical
Practices / Essential Question(s)
Learning Target(s) / Materials/
Resources / Essential Vocabulary
OPERATIONS AND ALGEBRAIC THINKING
Represent and solve problems involving addition and subtraction.
1.OA.A.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. Make sense of problems and persevere in solving them.
  1. Reason abstractly and quantitatively.
  1. Construct viable arguments and critique the reasoning of others.
  1. Model with mathematics.
  1. Use appropriate tools strategically.
  1. Attend to precision.
  1. Look for and make use of structure.
  1. Look for and express regularity in repeated reasoning.
/ How can different strategies be helpful when solving a problem?
In what ways can operations affect numbers?
I can use addition to solve word problems using equations. (within 20) (R)
I can use subtraction to solve word problems using equations. (within 20) (R)
I can use addition to solve word problems using objects. (within 20) (PS)
I can use subtraction to solve word problems using objects. (within 20) (PS)
I can use addition to solve word problems using drawings. (within 20) (P)
I can use subtraction to solve word problems using drawings. (within 20) (P)
/
  • Curriculum Associates
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Lessons 3, 5
  • Investigations Unit(s)
1, 3, 5, 6, 7, 8, 9
  • Strings of 100 red and white beads
  • Manipulatives
  • Rekenreks
/ addition
add
subtraction
subtract
equation
1.OA.A.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. /
  1. Make sense of problems and persevere in solving them.
  1. Reason abstractly and quantitatively.
  1. Construct viable arguments and critique the reasoning of others.
  1. Model with mathematics.
  1. Use appropriate tools strategically.
  1. Attend to precision.
  1. Look for and make use of structure.
  1. Look for and express regularity in repeated reasoning.
/ How can different strategies be helpful when solving a problem?
In what ways can operations affect numbers?
I can solve addition word problems that have three whole numbers by using equations. (R)
I can solve addition word problems that have three whole numbers by using objects. (PS)
I can solve addition word problems that have three whole numbers by using drawings. (P) /
  • Curriculum Associates
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Lesson 15
  • Investigations Unit(s)
1, 3, 6, 7, 8, 9
  • Counting manipulatives
  • Rekenreks
/ addition
add
sum
equation
Understand and apply properties of operations and the relationship between addition and subtraction.
1.OA.B.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. Make sense of problems and persevere in solving them.
  1. Reason abstractly and quantitatively.
  1. Construct viable arguments and critique the reasoning of others.
  1. Model with mathematics.
  1. Use appropriate tools strategically.
  1. Attend to precision.
  1. Look for and make use of structure.
  1. Look for and express regularity in repeated reasoning.
/ How can different strategies be helpful when solving a problem?
In what ways can operations affect numbers?
I can use turnaround facts to add. (R)
When adding more than two numbers, I can choose two numbers that I can easily add to help find the sum. (R) /
  • Curriculum Associates
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Lesson 8
  • Investigations Unit(s)
1, 3, 6, 8
  • Rekenreks
  • Strings of beads
  • 0 – 99 100’s board
  • Number lines
  • Unifix cubes
/ commutative property
associative property
addition
add
subtraction
subtract
1.OA.B.4
Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. /
  1. Make sense of problems and persevere in solving them.
  1. Reason abstractly and quantitatively.
  1. Construct viable arguments and critique the reasoning of others.
  1. Model with mathematics.
  1. Use appropriate tools strategically.
  1. Attend to precision.
  1. Look for and make use of structure.
  1. Look for and express regularity in repeated reasoning.
/ How can different strategies be helpful when solving a problem?
In what ways can operations affect numbers?
I can use related facts to solve problems with missing values. (R) /
  • Curriculum Associates
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Lesson 4
  • Investigations Unit(s)
1, 3, 6
  • Rekenreks
  • Strings of beads
  • 0 – 99 100’s board
  • Number lines
  • Unifix cubes
/ addend
addition
subtraction
Add and subtract within 20.
1.OA.C.5
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). /
  1. Make sense of problems and persevere in solving them.
  1. Reason abstractly and quantitatively.
  1. Construct viable arguments and critique the reasoning of others.
  1. Model with mathematics.
  1. Use appropriate tools strategically.
  1. Attend to precision.
  1. Look for and make use of structure.
  1. Look for and express regularity in repeated reasoning.
/ How can different strategies be helpful when solving a problem?
In what ways can operations affect numbers?
I can count-on to add. (R)
I can count back to subtract. (R)
I can count up to subtract. (R) /
  • Curriculum Associates
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Lessons 1, 18
  • Investigations Unit(s)
1, 3, 6, 7, 8
  • Rekenreks
  • Strings of beads
  • 0 – 99 100’s board
  • Number lines
  • Unifix cubes
/ count on
count back
addition
subtraction
1.OA.C.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). /
  1. Make sense of problems and persevere in solving them.
  1. Reason abstractly and quantitatively.
  1. Construct viable arguments and critique the reasoning of others.
  1. Model with mathematics.
  1. Use appropriate tools strategically.
  1. Attend to precision.
  1. Look for and make use of structure.
  1. Look for and express regularity in repeated reasoning.
/ How can different strategies be helpful when solving a problem?
In what ways can operations affect numbers?
I can fluently add by memory. (within 20) (K)
I can fluently subtract by memory. (within 20) (K)
I can fluently add using strategies. (within 20) (R)
I can fluently subtract using strategies. (within 20) (R) /
  • Curriculum Associates
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Lessons 2, 6, 9, 11, 13, 14, 16, 20
  • Investigations Unit(s)
1, 3, 6, 7, 8, 9
  • Rekenreks
  • Strings of beads
  • 0 – 99 100’s board
  • Number lines
  • Unifix cubes
  • Mastering the Basic Math Facts in Addition and Subtraction by Sue O’Connell
/ addition
add
subtraction
subtract
count on
make 10
Work with addition and subtraction equations.
1.OA.D.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. Make sense of problems and persevere in solving them.
  1. Reason abstractly and quantitatively.
  1. Construct viable arguments and critique the reasoning of others.
  1. Model with mathematics.
  1. Use appropriate tools strategically.
  1. Attend to precision.
  1. Look for and make use of structure.
  1. Look for and express regularity in repeated reasoning.
/ How can different strategies be helpful when solving a problem?
In what ways can operations affect numbers?
I know what an equal sign means. (K)
I can determine if an addition equation is true or false. (R)
I can determine if a subtraction equation is true or false. (R) /
  • Curriculum Associates
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Lesson 10
  • Investigations Unit(s)
1, 3, 6, 7, 8
  • Rekenreks
  • Strings of beads
  • 0 – 99 100’s board
  • Number lines
  • Unifix cubes
/ equal sign
equation
true equation
false equation
addition
subtraction
1.OA.D.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 equations
8 + ? = 11, 5 = □ – 3,
6 + 6 = Δ. /
  1. Make sense of problems and persevere in solving them.
  1. Reason abstractly and quantitatively.
  1. Construct viable arguments and critique the reasoning of others.
  1. Model with mathematics.
  1. Use appropriate tools strategically.
  1. Attend to precision.
  1. Look for and make use of structure.
  1. Look for and express regularity in repeated reasoning.
/ How can different strategies be helpful when solving a problem?
In what ways can operations affect numbers?
I can determine the missing value in an addition equation. (R)
I can determine the missing value in a
subtraction equation. (R) /
  • Curriculum Associates
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Lesson 7
  • Investigations Unit(s)
1, 3, 6, 7, 8, 9
  • Rekenreks
  • Strings of beads
  • 0 – 99 100’s board
  • Number lines
  • Unifix cubes
/ addition
subtraction
NUMBER AND OPERATIONS IN BASE TEN
Extend the counting sequence.
1.NBT.A.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. Make sense of problems and persevere in solving them.
  1. Reason abstractly and quantitatively.
  1. Construct viable arguments and critique the reasoning of others.
  1. Model with mathematics.
  1. Use appropriate tools strategically.
  1. Attend to precision.
  1. Look for and make use of structure.
  1. Look for and express regularity in repeated reasoning.
/ How does a digit’s position affect its value?
I can count to 60. (PS)
I can read numbers to 60. (PS)
I can write numbers to 60. (PS)
I can write the number for a given number of objects to 60. (PS)
I can count to 120. (PS)
I can read numbers to 120. (PS)
I can write numbers to 120. (PS)
I can write the number for a given number of objects to 120. (R)
I can count to 120 starting at any number less than 120. (PS) /
  • Curriculum Associates
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Lesson 18
  • Investigations
Unit(s)
1, 2, 3, 4, 5, 6, 7, 8
  • Grouping materials (ex. shapes, Unifix cubes)
  • Ten frames
/ number
Understand place value.
1.NBT.B.2a, b, c
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. Make sense of problems and persevere in solving them.
  1. Reason abstractly and quantitatively.
  1. Construct viable arguments and critique the reasoning of others.
  1. Model with mathematics.
  1. Use appropriate tools strategically.
  1. Attend to precision.
  1. Look for and make use of structure.
  1. Look for and express regularity in repeated reasoning.
/ How does a digit’s position affect its value?
I know that a bundle of ten ones is called a ten. (K)
I can identify how many tens are in a 2-digit number. (R)
I can identify how many ones are in a 2-digit number. (R)
I can identify the number of tens and ones in a numbers that are multiples of ten. (R)
I can write any 2-digit number in expanded form. (R) /
  • Curriculum Associates
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Lessons 12, 17, 21
  • Investigations Units 6, 8
  • Number lines
  • 0 – 99 100s boards
  • Blank 100s boards
  • Arrow cards
  • Base-ten materials
  • Base-ten activities
/ ones
tens
1.NBT.B.3
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. /
  1. Make sense of problems and persevere in solving them.
  1. Reason abstractly and quantitatively.
  1. Construct viable arguments and critique the reasoning of others.
  1. Model with mathematics.
  1. Use appropriate tools strategically.
  1. Attend to precision.
  1. Look for and make use of structure.
  1. Look for and express regularity in repeated reasoning.
/ How does a digit’s position affect its value?
I can identify the number that is greater using tens and ones. (R)
I can identify the number that is less using tens and ones. (R)
I can compare two 2-digit numbers to determine if a number is equal using the tens and ones.(R)
I can use the symbols >, <, and = to compare two 2-digit numbers. (R) /
  • Curriculum Associates
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Lesson 22
  • Investigations Unit(s)
1, 3, 4, 5, 6, , 7, 8, 9
  • 0 – 99 100s board
  • Blank 100s board
  • Number lines
  • Base-ten materials
/ compare
greater than
less than
equal to
‹
›
=
Use place value understanding and properties of operations to add and subtract.
1.NBT.C.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. Make sense of problems and persevere in solving them.
  1. Reason abstractly and quantitatively.
  1. Construct viable arguments and critique the reasoning of others.
  1. Model with mathematics.
  1. Use appropriate tools strategically.
  1. Attend to precision.
  1. Look for and make use of structure.
  1. Look for and express regularity in repeated reasoning.
/ How does a digit’s position affect its value?
I can add a 2-digit number and a 1-digit number. (R)
I can add a 2-digit number and a multiple of ten. (R)
I can explain what strategy I used to solve my problem. (R)
I can determine when to regroup in an addition problem. (R)
I can explain the steps I used to solve my problem. (R)
I can add two 2-digit numbers without regrouping. (R)
I can add two 2-digit numbers with regrouping. (R) /
  • Curriculum Associates
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Lessons 23-25
  • Investigations
Unit 8
  • Strings of 100 red and white beads grouped in 10s
  • Rekenreks
  • ABC Value Chart (GA)
  • What’s the Value of My Name? recording sheet
  • Manipulatives such as paper money, coins and/or base-ten blocks
  • Name Value Data Collection chart
  • Math story organizer
  • Chart paper
  • Chrysanthemum by Kevin Henkes
/ multiple of ten
regroup
add
compose
place value
1.NBT.C.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. Make sense of problems and persevere in solving them.
  1. Reason abstractly and quantitatively.
  1. Construct viable arguments and critique the reasoning of others.
  1. Model with mathematics.
  1. Use appropriate tools strategically.
  1. Attend to precision.
  1. Look for and make use of structure.
  1. Look for and express regularity in repeated reasoning.
/ How does a digit’s position affect its value?
I can find 10 more than a number without having to count.(R)
I can find 10 less than a number without having to count. (R)
I can explain how to find 10 more than a number. (R)
I can explain how to find 10 less than a number. (R) /
  • Curriculum Associates
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Lesson 19
  • Investigations
Unit 8
  • 0 – 99 100s chart
/ mental math
add
subtract
1.NBT.C.6
Use place value understanding and properties of operations to add and subtract.
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. /
  1. Make sense of problems and persevere in solving them.
  1. Reason abstractly and quantitatively.
  1. Construct viable arguments and critique the reasoning of others.
  1. Model with mathematics.
  1. Use appropriate tools strategically.
  1. Attend to precision.
  1. Look for and make use of structure.
  1. Look for and express regularity in repeated reasoning.
/ How does a digit’s position affect its value?
I can subtract a multiple of 10 from another multiple of 10. (10-90) (R)
I can explain the strategy I use to solve my problem. (R) /
  • Curriculum Associates
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Lesson 20
  • Investigations
Unit 8
  • 0 – 99 100s chart
/ multiples of ten
subtract
MEASUREMENT AND DATA
Measure lengths indirectly and by iterating length units.
1.MD.A.1
Order three objects by length; compare the lengths of two objects indirectly by using a third object. /
  1. Make sense of problems and persevere in solving them.
  1. Reason abstractly and quantitatively.
  1. Construct viable arguments and critique the reasoning of others.
  1. Model with mathematics.
  1. Use appropriate tools strategically.
  1. Attend to precision.
  1. Look for and make use of structure.
  1. Look for and express regularity in repeated reasoning.
/ Why does “what” we measure influence “how” we measure?
Why display data in different ways?
I can order objects by length.(R)
I can use one object to help me describe the length of other objects. (R) /
  • Curriculum Associates
TN Ready
Lessons 31, 32
  • Investigations
Unit 5
  • Informal measuring units, Unifix cubes, paperclips, etc
/ length
gap
overlap
1.MD.A.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. /
  1. Make sense of problems and persevere in solving them.
  1. Reason abstractly and quantitatively.
  1. Construct viable arguments and critique the reasoning of others.
  1. Model with mathematics.
  1. Use appropriate tools strategically.
  1. Attend to precision.
  1. Look for and make use of structure.
  1. Look for and express regularity in repeated reasoning.
/ Why does “what” we measure influence “how” we measure?
Why display data in different ways?
I can measure an object using nonstandard units. (PS) /
  • Curriculum Associates
TN Ready
Lesson 33
  • Investigations
Unit 5
  • Informal measuring units: Unifix cubes – red, blue, green
Paperclips
/ measure
length
Tell and write time.
1.MD.B.3
Tell and write time in hours and half-hours using analog and digital clocks. /
  1. Make sense of problems and persevere in solving them.
  1. Reason abstractly and quantitatively.
  1. Construct viable arguments and critique the reasoning of others.
  1. Model with mathematics.
  1. Use appropriate tools strategically.
  1. Attend to precision.
  1. Look for and make use of structure.
  1. Look for and express regularity in repeated reasoning.
/ Why does “what” we measure influence “how” we measure?
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