CHINLE USD

CURRICULUM GUIDE

SUBJECT: MATH GRADE: 1st TIMELINE: 1st Quarter

DOMAIN
Cluster:
Strand/Concept: / STANDARD:
Performance Obj.-Mastery Level
Explanation / Kid Friendly
Learning Objective / Level of
Thinking / Resource Correlation / Academic Vocabulary
Number and operations in base ten
  • Extend the counting sequence
Strand 1:Number and Operation
Concept 1: Number Sense /

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.

PO1. Express whole numbers 0 to 100, in groups of tens and ones using and connecting multiple representations. C

/ I will express whole numbers to 120, starting at any number less than 120.
I will read and write numerals and represent a number of objects with a written numeral.
I will tell how many tens and ones in a whole number. /

Comprehension

Synthesis / Math Text McMillan/McGraw-Hill
56, 96, 104, 156, 181G, 300, 336, 488, 485A, 491A, 500 / number lines expanded form
grouped
tens
ones
graphing
pattern
pattern unit
sorting measuring
Number and operations in base ten
  • Extend the counting sequence
Strand 1: Number and Operations
Concept 1: Number Sense /

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.

PO2. 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. I / I will count forward and backward to 120, starting at any number less than 120.
I will count to 100 forward and backward by using 1s, 10s. I will count to 100 forward by 2s and 5s. /

Knowledge

/ Math Text McMillan/McGraw -Hill
23A-30, 243A-246, 249A-252, 259A-262, 267-268, 419A-424, 429A-436, 507-508 / count
forward backward
number
hundred chart skip counting 1s, 10s, 2s, 5s,
Number and operation in Base Ten
  • Use place value understanding and properties of operations to add and subtract.
Strand 1: Number and Operations
Concept 1. Number Sense / 1.NBT.5 Given a two-digit number, mentally find 10 more or less than the number, without having to count; explain the reasoning used.
PO3. Identify numbers which are 10 more or less than a given number to 90
C / I will find 10 more or less than the given two-digit number.
I will identify numbers which are 10 more or 10 less than a given numberto 90. /

Knowledge

Comprehension / Math Text McMillan/McGraw-Hill
245A-246, 247A, 249A-252, 259A-262, 419A-422 / count
tens
more than
less than
Strand 1: Number and Operations
Concept 1: Number Sense /

PO5. Recognize and compare ordinal numbers. First thru tenth. C

(Removed from CC Standards) / I will recognize and compare ordinal numbers, first through tenth. /

Knowledge

Comprehension

/ Math Text McMillan/McGraw-Hill
AZ17-AZ19 / ordinal numbers
first
tenth
symbols
Number in operation in Base Ten
  • Understand place value.
Strand 1: Number and Operations
Concept 1. Number Operation / 1.NBT.3Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >,=, and <.
PO4. Compare and order whole numbers through 100 by applying the concepts of place value. C / I will compare two two-digit numbers.
I will compare and order whole numbers through 100 by applying the concepts of place value. / Analysis
Comprehension
Knowledge / Math Text McMillan/McGraw-Hill
35A-36, 29-40, 419-424, 429A-252, 259A-262, 419A-422 / compare greater than most
least
greatest
same as
equal
symbols
Operations and Algebraic Thinking
  • Represent and solve problems involving addition and subtraction
Strand 1: Number and Operations
Concept 2: Numerical Operations / 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. (Note: See Glossary, Table 1.)
PO1: Solve contextual problems using multiple representations for addition and subtraction facts. C / I will use addition and subtraction to solve problems using various models.
I will solve word problems using various models for addition and subtraction facts. /

Application

Synthesis / Math Text McMillan/McGraw-Hill
51A, -56, 61A-62, 73A-74, 75A-76, 77A-78, 87A-92, 95A-96, 97A-98, 105A-105, 111-112, 113A-114, 161A-162, 173A-176, 187A-188, 193A-194, 203A-204, 257A-258, 325A-326, 427A-428, 503A-504 / equation
how many
how many more
addition
subtraction
addend
sum
plus (+ )
equal ( = )
number sentence
Operations and Algebraic Thinking
  • Represent and solve problems involving addition and subtraction
Strand 3: Patterns, Algebra, and Functions
Concept 3: Algebraic Representations / 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.
PO3. Represent a word problem requiring addition or subtraction facts using an equation M / I will solve word problems of three whole numbers whose sum is less than or equal to 20.
I will write a number sentence that matches the word problem / Comprehension
Application / Math Text McMillan/McGraw-Hill
55A-56, 61A-62, 65A, 73A-74, 95A-96, 91A-92, 95A-96, 187A188, 325A-326, 341-342, LA3A-LA4 / addition
subtraction
number sentence
sum
equal
less
Operations and Algebraic Thinking
  • Represent and solve problems involving addition and subtraction
Strand 1: Number and Operations
Concept 2: Numerical Operation / 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. (Note: See Glossary, Table 1.)
PO4. Create word problems based on addition and subtraction facts. I / I will use addition and subtraction to solve problems using various models.
I will make-up a word problem or story problem, using addition or subtraction facts. / Application
Synthesis / Math Text McMillan/McGraw-Hill
56, 96, 104, 156, 181G, 300, 336, 488, 485A, 491A, 500 / addition
subtraction
addend
sum
plus (+ )
equal ( = )
number sentence
Operations and Algebraic Thinking
  • Add and Subtract within 20.
Strand 1: Number and Operations
Concept 2: Numerical Operation / 1.OA.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
PO2. Demonstrate addition and subtraction of numbers that total less than 100 by using various representations that connect to place value concepts. C / I will relate counting to addition and subtraction of numbers that total less than 100.
I will add or subtract two-digit numbers, less than 100 that relates to place value. /

Application

Analysis / Math Text McMillan/McGraw-Hill
485A-488, 4911A-492, 499A-502, LA5A-LA6 / add
subtract
2-digit numbers
regroup
addend
sum
ones
tens
Operations and Algebraic Thinking
  • Add and Subtract within 20.
Strand 1: Number and Operations
Concept 2: Numerical Operation / 1.OA.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
PO3. Develop and use multiple strategies for addition facts to 10+10 and their related subtraction facts. I / I will relate counting to addition and subtraction using multiple strategies.
I will use different strategies to add numbers with a sum of less than 20. /

Application

Synthesis / Math Text McMillan/McGraw-Hill
97A-98, 157A-158, 161A-166, 169A-172, 185A186, 189A-190, 197A-200, 245A-246, 249A-252, 317A-320, 323A-324, 329A-330, 335A-338, 443A-444, 489A-490 / addition facts subtractionfacts
strategies doubles more/less than
Operations and Algebraic Thinking
  • Understand and apply properties of operations and the relationship between addition and subtraction.
Strand 1: Number and Operations
Concept 2: Numerical Operations. / 1.OA.3:Apply properties of operations as strategies to add and subtract. (Note: 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.)
PO5. Apply properties to solve addition/subtraction problems. I / I will apply properties of operations as strategies to add and subtract.
I will demonstrate using properties to answer addition and subtraction problems. /

Application

/ Math Text McMillan/McGraw-Hill
59A-60, 95A-96, 155A-156 / add
subtract
propertiescommutative property
associative property
equal signs

1

Revised 06-20-2012 by CAT