[pendleton County schools Grade 1 Math Curriculum map]
Weeks 9-16 / Unit 2- Numbers to 20
Standard / Learning Targets / Vocabulary / MIF Lessons / Unit Activities / Resources / Target Assessments
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. / I can count to 120, starting at any number less than 120.
I can read numerals up to 120.
I can represent a number of objects up to 120 with a written number.
I can write numerals up to 120. / Numerals / Chapter 7
Lesson 1 / The Classroom Number Line
Rainbow Numbers
Guess My Number Act.
Sixes & Sevens Day 1 & 2 / Five Frames
Ten Frames
Counters
Double Bead Racks
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). / A.)I can explain what each digit of a two-digit number represents.
I can identify a bundle of 10 ones as a “ten”.
B. I can represent numbers 11-19 as made up of a ten and correct number of ones.
C. I can represent the numbers 20,30,40,50,60,70,80, and 90 as composed of the correct number of tens. / two digit number, bundle, “ten”
Composed, two-digit number
two-digit number / Chapter 7
Lesson 2 / Place Value Chart
Linking Cubes
Bundles/Sticks
Decade Packs
Place Value Chips
Arrow Cards
Make & Break Numbers Purple Book IA3.6
The Joke is on You Purple Book IA3.7
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 <. / I can compare a two-digit numbers based on meanings of tens and ones digit,
I can use >,=,< symbols to make comparisons. / Tens, Ones, Comparisons, > symbols,
< symbols, = symbols / Chapter 7
Lesson 3-4 / Introducing Double Flap Cards
Double Flap Cards Act. 2 & 3
Independent Worksheets
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 No Algorithm / I can solve word problems using addition and subtraction within 20.
I can interpret situations to solve word problems with unknowns in all positions within 20 using addition and subtraction.
I can determine appropriate representations for solving word problems with unknowns in all positions within 20 using addition and subtraction / Equations, Symbol for Unknown / Chapter 8
Lesson 3
1.OA.3 Apply properties of operations as strategies to add and subtract. No Algorithm / I can apply strategies using properties of operations to solve addition and subtraction problems. / Properties of Operations, Commutative Property of Addition, Associative Property of Addition. / Chapter 8
Lesson 1-2
1.OA.4 Understand subtraction as an unknown-addend problem. / I can solve subtraction problems to find the missing addend.
I can explain the relationship of addition and subtraction. / Unknown Addend Problem / Counters and Covers
Linking Cubes
1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10 No Algorithm / I can apply strategies to add and subtract within 20. / Fluency, Counting On, Decomposing a Number, Equivalent
1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false / I can compare the values on each side of an equal sign.
I can determine if the equation is true or false / Equal Sign, Equations, True, False
1.NBT.4 Add within 20, 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. No algorithm / I can choose an appropriate strategy for solving an addition or subtraction problem within 100.
I can relate the chosen strategy to a number sentence.
I can compose and decompose tens when needed to add and subtract within 100. / Concrete Models, Place Value, Properties of Operation, Compose a ten. / 100 Chart