Core Curriculum Guide Grade Level: 1St Content Area: Math

Huron School District

Core Curriculum Guide Grade Level: 1st Content Area: Math

***Tables and graphs are incidentally taught each month and will be assessed in March.

Unit Title: Number Sense Month(s): August/September

Content Standards:

· CC.1.NBT.1 Extend the counting sequence. 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.

· CC.1.NBT.3 Understand place value. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

· CC.1.OA.1 Represent and solve problems involving addition and subtraction. 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.

· CC.1.OA.3 Understand and apply properties of operations and the relationship between addition and subtraction. 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.)

· CC.1.OA.5 Add and subtract within 20. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

· CC.1.OA.6 Add and subtract within 20. 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).

· CC.1.OA.8 Work with addition and subtraction equations. 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 = ＿.

· CC.1.MD.4 Represent and interpret data. 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.

Essential Questions:

· In what ways can operations affect numbers?

· How can different strategies be helpful when solving a problem?

· How does a digit’s position affect its value?

· Why display data in different ways?

Skills
Students Will Be Able To… / Essential Vocabulary / Assessment
How will you know if students have learned? / Resources/Materials
What websites, resources, and materials will you use to teach this unit? /
· Read and write numbers to 20.
· Count forwards and backwards up to 20
· Order numbers to 20
· Count up to 20 objects
· Tell what comes before/after a number up to 20 / · Numerals, digits, forward, backward, before, after, between, number line, order, count, tens, ones / · Written assessment – group or individual, mini chalkboards, IXL, NWEA, manipulatives, games, flashcards, math journal, checklists, teacher observation/conferencing, demonstrating, drawing, SMART Board, I Pad, math intervention test
· NWEA Skills Test: Number Sense to 10 – Counting, Ordering and Place Value
· NWEA Skills Test: Number Sense to 20 – Counting and Place Value
· NWEA Skills Test: Number Sense to 20 – Identifying/Representing / Provided by Expressions:
Whiteboards, Stair steps, Number Parade, Number/dot cards, 120 Chart, 240 Chart, Secret Code Cards, Tens and Ones Flip Chart, Numeral Tracks (Shared Drive)
Any counting material:
Linking cubes, Counting bears, Counters, Dice, Dot cards
Electronic Resources:
· http://illuminations.nctm.org/LessonsList.aspx?grade=1&standard=1
· http://www.sheppardsoftware.com/math.htm#earlymath
· www.edplus.canterbury.ac.nz/literacy_numeracy/maths/numdocuments/dot_card_and_ten_frame_package2005.pdf
· http://www.youtube.com/watch?v=wRR9LK3zfho (with out answers)
· http://www.youtube.com/watch?v=CbUTRHLtRlo (with answers)
· http://www.teacherspayteachers.com/
· www.mobymax.com
· www.k-5mathteachingresources.com
· Smart Exchange
Digital Resources – From Math Series
· Interactive Whiteboard
· Numberopolis: Carnival Stories
· iTools: Counters
· You-Tube Videos
o Count to 100
o 10-Frame Flash
· IXL.com
· 100s Chart – Post-It Note to
hide the numbers. /
· Use manipulatives/concrete objects to solve an addition or subtraction problem in which the total and one part are known up to 5. / · Total, addition, subtraction, solve, five frame/ 1x5 array, math mountain, stair steps, partners, switch partners, break-aparts / · Written assessment – group or individual, mini chalkboards, IXL, NWEA, manipulatives, games, flashcards, math journal, checklists, teacher observation/conferencing, demonstrating, drawing, SMART Board, I Pad, math intervention test /
· Compare numbers 0 to 20 using more, less, equal to, greater than and less than. (without symbols) / · Compare, more, less, equal, is the same as, greater than, less than, tens, ones / · Written assessment – group or individual, mini chalkboards, IXL, NWEA, manipulatives, games, flashcards, math journal, checklists, teacher observation/conferencing, demonstrating, drawing, SMART Board, I Pad, math intervention test
· NWEA Skills Test: Number Sense to 10 – Counting, Ordering and Place Value
· NWEA Skills Test: Number Sense to 20 –Ordering /
· Answer questions about information in a table or graph / · More/less, picture graph, bar graph, table, tally marks, data, how many, in all, total, column, row / · Written assessment – group or individual, mini chalkboards, IXL, NWEA, manipulatives, games, flashcards, math journal, checklists, teacher observation/conferencing, demonstrating, drawing, SMART Board, I Pad, math intervention test / · Birthday Graph, Graph Your
Name, - Speirs Shared Drive
· Scholastic News
· Calendar: Weather – Shared
Drive /
· Use addition and subtraction within 10 to solve story problems. / · Plus, plus sign, equal sign, equation, partner, add, total, subtract, circle drawing, pattern, break-apart, Math Mountain, Doubles, partner train, switch the partners, difference / · Written assessment – group or individual, mini chalkboards, IXL, NWEA, manipulatives, games, flashcards, math journal, checklists, teacher observation/conferencing, demonstrating, drawing, SMART Board, I Pad, math intervention test
· NWEA Skills Test: Computation to 10 Using Manipulatives / Provided by Expressions:
Whiteboards, Stair steps, Number Parade, Number/dot cards, 120 Chart, 240 Chart, Secret Code Cards, Tens and Ones Flip Chart, Numeral Tracks (Shared Drive)
Any counting material:
Linking cubes, Counting bears, Counters, Dice, Dot cards
Electronic Resources:
· See page 2 /
· Apply properties of operations as strategies to add and subtract. /
· Relate counting to addition and subtraction. / · Written assessment – group or individual, mini chalkboards, IXL, NWEA, manipulatives, games, flashcards, math journal, checklists, teacher observation/conferencing, demonstrating, drawing, SMART Board, I Pad, math intervention test
· NWEA Skills Test: Computation to 10 Using Manipulatives /
· Demonstrate fluency for addition and subtraction within 10. /
· Determine the unknown whole number in an addition or subtraction equation relating 3 whole numbers. /

Unit Title: Addition and Subtraction to 10 Month(s): October/November

Content Standards:

· CC.1.NBT.1 Extend the counting sequence. 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.

· CC.1.NBT.3 Understand place value. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

· CC.1.OA.4 Understand and apply properties of operation and the relationship between addition and subtraction. Understand subtraction as an unknown addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

· CC.1.OA.5 Add and subtract within 20. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

· CC.1.OA.7 Work with addition and subtraction equations. 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.

Essential Questions:

· In what ways can operations affect numbers?

· How can different strategies be helpful when solving a problem?

· How does a digit’s position affect its value?

Skills
Students Will Be Able To… / Essential Vocabulary / Assessment
How will you know if students have learned? / Resources/Materials
What websites, resources, and materials will you use to teach this unit? /
· Read and write numbers to 50.
· Count forwards and backwards up to 50
· Order numbers to 50
· Count up to 50 objects
· Tell what comes before/after a number up to 50 / · Numerals, digits, forward, backward, before, after, between, number line, order, count, tens, ones / · Written assessment – group or individual, mini chalkboards, IXL, NWEA, manipulatives, games, flashcards, math journal, checklists, teacher observation/conferencing, demonstrating, drawing, SMART Board, I Pad, math intervention test / Digital Resources – From Math Series
· Interactive Whiteboard
· Numberopolis: Carnival Stories
· iTools: Counters
· You-Tube Videos
o Count to 100
o 10-Frame Flash
· IXL.com
· 100s Chart – Post-It Note to
hide the numbers.
· Numeral Track – Shared Drive /
· Compare numbers 0 to 50 using more, less, equal to, greater than and less than. (without symbols) / · Compare, more, less, equal, is the same as, greater than, less than, tens, ones /
· Use addition and subtraction within 10 to solve story problems. / · Plus, plus sign, equal, equal sign, equation, partner, add, total, subtract, circle drawing, difference, not equal sign, count all, count on, unknown total, minus, minus sign, proof drawing, story problem, vertical form, unknown partner, label / Digital Resources – From Math Series
· Interactive Whiteboard
· Numberopolis: Carnival Stories
· iTools: Counters Numeral
· Math4theBrain.com
· IXL.com
· Connecting Cubes
· Number Lines
· Zip-Lock Bag Number Line
· 2-Sided Counters
· 5-Frames
· 10-Frames
· Bead Boards
· Dot Addition
· Roll and Add- Investigation
· Roll and Subtract- Investigation
Electronic Resources -
· See page 2 /
· Apply properties of operations as strategies to add and subtract. /
· Relate counting to addition and subtraction. /
· Demonstrate fluency for addition and subtraction within 10. /
· Determine if equations involving addition and subtraction are true or false. /
· Determine the unknown whole number in an addition or subtraction equation relating 3 whole numbers. / · Plus, plus sign, equal, equal sign, equation, partner, add, total, subtract, circle drawing, difference, not equal sign, count all, count on, unknown total, minus, minus sign, proof drawing, story problem, vertical form, unknown partner, label / Written assessment – group or individual, mini chalkboards, IXL, NWEA, manipulatives, games, flashcards, math journal, checklists, teacher observation/conferencing, demonstrating, drawing, SMART Board, I Pad, math intervention test / Digital Resources – From Math Series
· Interactive Whiteboard
· Numberopolis: Carnival Stories
· iTools: Counters Numeral
Math4theBrain.com
IXL.com
Connecting Cubes
Number Lines
Zip-Lock Bag Number Line
2-Sided Counters
5-Frames
10-Frames
Bead Boards
Dot Addition
Roll and Add- Investigation
Roll and Subtract- Investigation /
· Understand subtraction as an unknown partner situation. /

Unit Title: Geometry, Equal Shares and Time Month(s): December

Content Standards:

· CC.1.NBT.1 Extend the counting sequence. 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.

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