1 / 27

First Grade Math Common Core Cluster Maps

First Grade Math Common Core Cluster Maps. Mathematical Practices. 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics.

feng
Download Presentation

First Grade Math Common Core Cluster Maps

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. First Grade MathCommon Core Cluster Maps

  2. Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

  3. Grade – 1 Domain – Geometry: Assessed 1st nine weeks Unit Cluster – Reason with shapes and their attributes Common Core Standards 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. 1.G.2 Compose two-dimensional shapes (e.g. rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (e.g. cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape and compose new shapes from the composite shape. 1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, forths, 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. Classroom Practices 1.G.1 Students should understand that defining attributes are always present (e.g. all triangles must be closed figures and have three sides) and non defining attributes may be present but do not identify the name of the shape (e.g. triangles can be all different colors and sizes and turned in different directions) 1.G.2 Students should be able to create shapes made of two or more geometric shapes (e.g. make a square with two triangles) 1.G.3 Students should understand that the whole can be divided into equal shares using a context (e.g. cookies, pies or pizzas)Through ample experiences students will use the vocabulary. This is a building block to fractions which will be extended in future grades. • Math Tools • Pattern blocks • Solid figures • Real world examples • Envision Topics 8 & 19 • http://www.brainpopjr.com/math/geometry/solidshapes/preview.weml • # (solid shapes) • http://math.pppst.com/geometry.html (Geo powerpoint) • http://www.ngfl-cymru.org.uk/vtc/castle_shapes/eng/Introduction/StarterActivityPart2.htm (2D & 3D Shape Sorter) Math Vocabulary circles, triangles, squares, rectangles, trapezoids, halves (half of), fourths(fourth of/quarter of), open/closed, cube, cone, cylinder, prism, equal shares, two dimensional/three dimensional, attributes

  4. Name:_____________________________________Date:___________________________________________Name:_____________________________________Date:___________________________________________ 1.G.1 Use pictures, words and equations to show your work. Mark (X) off each one as you use it. Picture/Tool Words Numbers Shapes 1. Label shapes you know : 2. How can you sort the shapes? 3. How many different ways did you sort the shapes? Why did you sort them this way? 4. What new shapes can you make with the above shapes ? Draw it on the back.

  5. Name:_____________________________________Date:___________________________________________Name:_____________________________________Date:___________________________________________ 1.G.2 Use pictures, words and equations to show your work. Mark (X) off each one as you use it. Picture/Tool Words Numbers Shapes in our world Teachers: Use three-dimensional shapes for this task. 1. What are some items in the classroom that are solid shapes? 2. What new shapes can you make with the solid shapes- draw it on the back.

  6. Name:_____________________________________Date:___________________________________________Name:_____________________________________Date:___________________________________________ 1.G.3 Use pictures, words and equations to show your work. Mark (X) off each one as you use it. Picture/Tool Words Numbers Equal Shares How can you and your friend equally share a pizza and a candy bar so that you both have the same amount of each? Four friends want to share the pizza and candy bar, how can you divide the food into equal parts ? Would you rather be in the first or second group? Why?

  7. Grade – 1 Domain – Measurement and Data: Assessed 1st nine weeks Unit Cluster – Represent and Interpret Data Common Core Standards 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. Classroom Practices 1.MD.4 Students collect and use data (e.g., eye color, shoe size, age, lunch choices) to answer a question. Students will organize data collected into a chart or table and use the data to answer posed questions. Posed questions may include the total number of responses, most/least responses, and differences/similarities between the categories. Students may also create questions or write sentences about data collected. Math Tools http://www.ixl.com/math/grade-1/record-data-with-tally-charts-picture-graphs-tables http://www.ixl.com/math/grade-1/interpret-bar-graphs http://www.brainpopjr.com/math/data/tallychartsandbargraphs/ Various items to sort Envision Topic 18 Math Vocabulary data, more, most, less, least, same, different, category, question, collect, how many more/less, picture graph, bar graph, table, chart

  8. Grade – 1 Domain – Operations & Algebraic Thinking Assessed 2nd nine weeks (Numbers 0-10) Unit Cluster – Represent and solve problems involving addition and subtraction. Common Core Standards 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.(0-10 only) 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. (0-10 only) Classroom Practices 1.OA.1 Students work on solving addition and subtraction word problems by using number sentences that include a symbol to represent the unknown and understand that the unknown can change positions. 1.OA.2 Students are given more practice solving addition word problems, including those that involve three addends and more practice using number sentences that include a symbol to represent the unknown. Example: Mrs. Smith has 2 oatmeal raisin cookies, 5 chocolate chip cookies, and 1 gingerbread cookie. How many cookies does Mrs. Smith have? Math Tools Counters, number lines, ten frames, hundreds chart http://www.abcya.com/first_grade_computers.htm http://www.ixl.com/math/grade-1/addition-word-problems-sums-to-10 http://www.k-5mathteachingresources.com/support-files/1st-gd-addition-problems.pdf (addition word problems) Envision Topics: 3,4,6,7 Math vocabulary adding to, taking from, putting together, taking apart, comparing, unknown, sum, less than, equal to, minus, difference, subtract

  9. Name:_____________________________________Date:___________________________________________Name:_____________________________________Date:___________________________________________ Use pictures, words and equations to show your work. Mark (X) off each one as you use it. 1.OA.1-2nd Nine Weeks Picture Words Numbers Skittles Lin and Bob have a bowl of green and red skittles. Lin takes 5 red and 5 green out of the bowl. How many did she take in all? Bob takes the same amount out of the bowl. 4 of his skittles are red. How many green did he take? If you took the same amount of skittles out of the bowl, how many different combinations (mixes) of red and green could you have?

  10. Name:_____________________________________Date:___________________________________________Name:_____________________________________Date:___________________________________________ Use pictures, words and equations to show your work. Mark (X) off each one as you use it. 1.OA.2-2nd Nine Weeks Picture Words Numbers Skittles Part #2 Lin and Bob have a bowl of green, red, and yellow skittles. Lin takes 3 red, 2 green, and 4 yellow skittles out of the bowl. How many did she take in all? Bob takes the same amount out of the bowl. 2 of his skittles are red, 1 is green. How many yellow did he take? If you took the same amount of skittles out of the bowl, how many different combinations (mixes) of red, green, and yellow could you have?

  11. Grade – 1 Domain – Operations & Algebraic Thinking Assessed 2nd 9 weeks (Numbers 0 through 10) Unit Cluster - Understand and apply properties of operations and the relationship between addition and subtraction. Common Core Standards: 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). 1.OA.4. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Classroom Practices 1.OA.3One focus in this cluster is for students to discover and apply the commutative (e.g. If 5+2 =7 then 2+5=7) and associative(2+4+3=7+2) properties as strategies for solving addition problems. Students do not need to learn the names for these properties but need to be exposed to them. It is important for students to share, discuss and compare their strategies as a class. 1.OA.4 The second focus is using the relationship between addition and subtraction as a strategy to solve unknown-addend problems. Students naturally connect counting on to solving subtraction problems. For the problem “10– 7 = ?” they think about the number they have to add to 7 to get to 10. First graders should be working with sums and differences less than or equal to 10 using the numbers 0 to 10. Provide multiple opportunities for students to study the relationship between addition and subtraction in a variety of ways, including games, modeling and real-world situations. Students need to understand that addition and subtraction are related, and that subtraction can be used to solve problems where the addend is unknown. Math Tools Variety of counters, ten frames, number lines, hundreds chart http://www.k-5mathteachingresources.com/support-files/turnaroundtrains.pdf http://www.k-5mathteachingresources.com/support-files/turnarounddominoes.pdf (commutative property) http://www.k-5mathteachingresources.com/support-files/wordproblemswith3addends.pdf (3 addends) Envision Topics – 3, 4, 6, 17 Math Vocabulary order, addition, subtraction, sum, difference, equal, commutative property, associative property

  12. Grade – 1 Domain – Operations & Algebraic Thinking Assessed 2nd 9 weeks (Numbers 0-10) Unit Cluster – Add and Subtract within 20 Common Core Standards 1.OA.5 Relate counting to addition and subtraction(e.g.by counting on 2 to add 2) 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). Classroom Practices 1.OA.5 The student should be able to use strategies such as; counting on, counting back, to solve addition and subtraction problems to 10. 1.OA.6 The student should be able to demonstrate fluency within 10 accurately, efficiently (four to five seconds), and flexibly while using strategies such as; decomposing numbers, counting on and counting back. Math Tools Variety of manipulatives, ten frames, number lines, hundreds chart Envision Topics – 4,5,6,7 https://www.xtramath.org/ (fact practice) http://www.k-5mathteachingresources.com/support-files/doublesfacts.pdf Math Vocabulary addition, subtraction, sum, difference, equal, counting on, counting back

  13. Grade – 1 Domain – Operations & Algebraic Thinking Assessed 2nd 9 weeks (Numbers 0-10) Unit Cluster – Add and Subtract within 20 • Common Core Standards • 1.OA.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.OA.8 Determine the unknown whole number in an additional 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=_. • Classroom Practices • 1.OA.7 Students should be able to understand that an equation needs to be “balanced”, with equal quantities on both sides of the equal sign. Once students understand the meaning of the equal sign, they are able to determine if an equation is true or false. For example: • an operation on the left side of the equal sign and the answer on the right side (4 + 6= 10) • an operation of the right side of the equal sign and the answer on the left side (10= 4 + 6) • numbers of both sides of the equal sign (6 = 6) • operations on both sides of the equal sign (5 + 2 = 4 + 3). • 1.OA.8 Students should use their understanding of and strategies related to addition and subtraction as described in 1.OA.4 and 1.OA.6 to solve equations with an unknown. Rather than symbols, the unknown symbols are boxes or pictures. For example, Five cookies were on the table. I ate some cookies. Then there were 3 cookies. How many cookies did I eat? Math Tools Variety of manipulatives, ten frames, number lines, hundreds chart Envision Topics – 3-4, 4-4 http://www.k-5mathteachingresources.com/support-files/trueorfalse.pdf (true/false equations) http://www.k-5mathteachingresources.com/support-files/findthemissingnumber.pdf (missing numbers) http://www.k-5mathteachingresources.com/support-files/equalsums.pdf ( equal sums) Math Vocabulary addition, subtraction, sum, difference, equal, counting on, counting back, true, false, “same amount as”

  14. Name:_____________________________________Date:___________________________________________Name:_____________________________________Date:___________________________________________ Use pictures, words and equations to show your work. Mark (X) off each one as you use it. 1.OA.7-2nd Nine weeks Picture Words Numbers Leaves in the Park Ted and Jim are picking leaves in the park. Ted has three leaves in one hand and four leaves in one hand. Jim has two leaves in one hand and five leaves in one hand. Ted says they picked the same amount of leaves. Is Ted correct? Explain your answer.

  15. Grade – 1 Domain – Number and Operations in Base Ten Assessed 2nd 9 Weeks (numbers to 100) Unit Cluster – Extend the counting sequence (to 100) Common Core Standards 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. Classroom Practices 1.NBT.1 First Grade students rote count forward, to 100 by counting on from any number less than 100. First graders develop accurate counting strategies that build on the understanding of how the numbers in the counting sequence are related-each number is one more (or one less) than the number before (or after). In addition, first grade students read write numerals to represent a given amount. As first graders learn to understand that the position of each digit in a ;number impacts the quantity of the number, they become more aware of the order of the digits when they write numbers. For example, a student may write “17” and mean “71”. Through teacher demonstration, opportunities to “find mistakes”, and questioning by the teacher (“I am reading this and it says seventeen. Did you mean seventeen or seventy-one? How can you change the number so that it reads seventy-one?”), students become precise as they write numbers to 120. Math Tools Variety of manipulatives Ten frames Number lines Hundreds chart Envision Topics – 1, 10, 11 http://www.k-5mathteachingresources.com/support-files/missingnumbers20-50.pdf (hundreds chart) Math Vocabulary Number words 0-100 Numerals

  16. Grade – 1 Domain – Number and Operations in Base Ten Assessed 2nd 9 Weeks (numbers to 100) Unit Cluster – Understand place value Common Core Standards 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). Classroom Practices 1.NBT.2 a. Students should understand the idea that a bundle of ten ones is called a “ten”. For example, 4 trains of ten cubes each have a value of 10 and would be counted as 40 rather than as 4. This is the foundation of place value and requires time for rich experiences with concrete manipulatives to develop. b. Students should explore the idea that the teen numbers (11 to 19) can be expresses as one ten and some leftover ones. Ample experiences with a variety of groupable materials, (e.g., links, beans, beads) and ten frames help students develop this concept. c. As they work with groups of objects, students understand that 10, 20, 30….80, 90 are comprised of a certain amount of groups of tens with none left-over. Math Tools Variety of manipulatives Ten frames Hundreds chart Envision Topics – 1, 10, 11, 12 http://www.k-5mathteachingresources.com/support-files/make10bundles.pdf http://www.k-5mathteachingresources.com/support- files/2digitbase10concentration.pdf (base 10 concentration) http://www.internet4classrooms.com/skill_builders/comparing_numbers_math_first_1st_grade.htm Math Vocabulary tens, ones, bundle, left-overs, singles, groups, greater than, less than, equal to

  17. Grade – 1 Domain – Number and Operations in Base Ten Assessed 3rd 9 Weeks (numbers to 100) Unit Cluster – Understand place value Common Core Standards 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 >, =, <. Classroom Practices 1.NBT.3 Students should use their understanding of groups and order of digits to compare two numbers by examining the amount of tens and ones in each number. After numerous experiences verbally comparing two sets of objects using comparison vocabulary (e.g., 42 is more than 31. 23 is less than 52, 61 is the same amount as 61.), first grade students connect the vocabulary to the symbols: greater than (>), less than (<), equal to (=). Math Tools Variety of manipulatives Ten frames Hundreds chart Envision Topics – 12 http://www.k-5mathteachingresources.com/support-files/tenframecompare.pdf (ten frame comparing) http://www.k-5mathteachingresources.com/support-files/comparing2digitnos1nbt3.pdf (comparing 2-digit numbers) http://www.internet4classrooms.com/skill_builders/comparing_numbers_math_first_1st_grade.htm (comparing numbers) Math Vocabulary tens, ones, bundle, left-overs, singles, groups, greater than, less than, equal to, compare

  18. Grade – 1 Domain – Measurement and Data Assessed 3rd 9 Weeks Unit Cluster – Measure lengths indirectly and by iterating length units. Common Core Standards 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. 1.MD. 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. Classroom Practices 1.MD.1 Students should indirectly measure objects by comparing the length of two objects by using a third object as a measuring tool. Example: Which is longer: the height of the bookshelf or the height of a desk? (student A uses a pencil to measure; student B uses a book.) 1.MD.2 Students should use several of one object to measure the length of a larger object. Through numerous experiences and careful questioning by the teacher, students will recognize the importance of careful measuring so that there are not any gaps or overlaps in order to get an accurate measurement. Example: How long is the pencil, using paper clips to measure? Students carefully place paper clip end to end to measure the pencil. Math Vocabulary measure, order, length, height, more, less, longer than, shorter than, first, second, third, gap, overlap, a little less than, a little more than Math Tools Variety of manipulatives Envision Topics – 14 http://www.k-5mathteachingresources.com/support-files/measuringwithsticks.pdf http://www.k-5mathteachingresources.com/support-files/measuringshoes.pdf http://www.k-5mathteachingresources.com/support-files/measuringwithcubes.pdf

  19. Grade – 1 Domain – Measurement and Data Assessed 3rd 9 Weeks Unit Cluster – Tell and write time. Common Core Standards 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. Classroom Practices 1.MD.3 For young children, reading a clock can be a difficult skill to learn. In particular, they must understand the differences between the two hands on the clock and the functions of these hands. By carefully watching and talking about the clock with only the hour hand, First Graders notice when the hour hand is directly pointing at a number, or when it is slightly ahead/behind a number. In addition, using language, such as “about 5 o’clock” and “a little bit past 6 o’clock”, and “almost 8 o’clock” helps children begin to read an hour clock with some accuracy. Through rich experiences, First Grade students read both analog (numbers and hands) and digital clocks, orally tell the time, and write the time to the hour and half-hour. Math Tools Digital clocks analog clocks Envision Topics – 15 http://www.brainpopjr.com/math/time/timetothehour/preview.weml http://www.k-5mathteachingresources.com/support-files/onehourearlieronehourlater.pdf http://www.k-5mathteachingresources.com/support-files/timebarriergamegrid.pdf Math Vocabulary Analog clock, digital clock, minute hand, hour hand, time, hour, half-hour, o’clock, past, “six” thirty

  20. Grade – 1 Domain – Operations & Algebraic Thinking Assessed 4th nine weeks (Numbers 0-20) Unit Cluster – Represent and solve problems involving addition and subtraction. Common Core Standards 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.(1-20) 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. (1-20) Classroom Practices 1.OA.1 Students work on solving addition and subtraction word problems by using number sentences that include a symbol to represent the unknown and understand that the unknown can change positions. See Table 1 (p. 88) in the Common Core Standards. 1.OA.2 Students are given more practice solving addition word problems, including those that involve three addends and more practice using number sentences that include a symbol to represent the unknown. Example: Mrs. Smith has 4 oatmeal raisin cookies, 5 chocolate chip cookies, and 6 gingerbread cookies. How many cookies does Mrs. Smith have? Math vocabulary Adding to, taking from, putting together, taking apart, comparing, unknown, sum, less than, equal to, minus, difference, subtract Math Tools Counters, number lines, ten frames, hundreds chart http://www.abcya.com/first_grade_computers.htm http://www.ixl.com/math/grade-1/addition-word-problems-sums-to-18 http://www.k-5mathteachingresources.com/support-files/bunkbedproblem.pdf Envision Topics: 16, 17

  21. Grade – 1 Domain – Operations & Algebraic Thinking Assessed 4th Nine Week (Numbers 0-20) Unit Cluster - Understand and apply properties of operations and the relationship between addition and subtraction. Common Core Standards 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). 1.OA.4. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Classroom Practices 1.OA.3 One focus in this cluster is for students to discover and apply the commutative and associative properties as strategies for solving addition problems. Students do not need to learn the names for these properties, but need to be exposed to them. It is important for students to share, discuss and compare their strategies as a class. 1.OA.4 The second focus is using the relationship between addition and subtraction as a strategy to solve unknown-addend problems. Students naturally connect counting on to solving subtraction problems. For the problem “15 – 7 = ?” they think about the number they have to add to 7 to get to 15. First graders should be working with sums and differences less than or equal to 20 using the numbers 0 to 20. Provide multiple opportunities for students to study the relationship between addition and subtraction in a variety of ways, including games, modeling and real-world situations. Students need to understand that addition and subtraction are related, and that subtraction can be used to solve problems where the addend is unknown. Math Vocabulary order, addition, subtraction, sum, difference, equal, commutative property, associative property Math Tools Variety of counters, ten frames, number lines, hundreds chart http://www.abcya.com/addition.html http://www.k-5mathteachingresources.com/support-files/onemoreonelessscoop.pdf Envision Topic 17

  22. Name:_____________________________________Date:___________________________________________Name:_____________________________________Date:___________________________________________ Use pictures, words and equations to show your work. Mark (X) off each one as you use it. 1.OA.1-4th Nine Weeks Picture Words Numbers Cookies-Yum!! Linda and Bobby have just baked cookies.. Linda eats 7 chocolate chip and 6 sugar cookies. How many did she eat in all? Bobby eats the same amount of cookies. He eats 5 chocolate chip cookies. How many sugar cookies did he eat? If you eat the same amount of cookies, how many different combinations (mixes) of cookies could you have eaten?

  23. Name:_____________________________________Date:___________________________________________Name:_____________________________________Date:___________________________________________ Use pictures, words and equations to show your work. Mark (X) off each one as you use it. 1.OA.2-4th Nine Weeks Picture Words Numbers Cookies Malachi and Mia’s mom baked cookies. Malachi ate 3 oatmeal raisin, 6 chocolate chip, and 5 gingerbread cookies. How many did he eat in all? Mia ate the same amount of cookies. She only ate 2 oatmeal raisin cookies. What combinations (mixes) of chocolate chip and gingerbread cookies could she eat?

  24. Grade – 1 Domain – Operations & Algebraic Thinking Assessed 4th 9 weeks (Numbers 0-20) Unit Cluster – Add and Subtract within 20 Common Core Standards 1.OA.5 Relate counting to addition and subtraction(e.g.by counting on 2 to add 2) 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). Classroom Practices 1.OA.5 The student should be able to use strategies such as; counting on, counting back, to solve addition and subtraction problems to 20. 1.OA.6 The student should be able to demonstrate fluency within 10 accurately, and flexibly while using strategies such as; decomposing numbers, counting on and counting back. Math Tools Variety of manipulatives, ten frames, number lines, hundreds chart Envision Topics – 16,17 http://www.k-5mathteachingresources.com/support-files/ihavewhohaseasyfacts.pdf http://www.k-5mathteachingresources.com/support-files/build-a-cuisenaire-house.pdf http://www.k-5mathteachingresources.com/support-files/Race-to-50.pdf Math Vocabulary Addition, subtraction, sum, difference, equal, counting on, counting back

  25. Grade – 1 Domain – Operations & Algebraic Thinking Assessed 4th 9 weeks (Numbers 0-20) Unit Cluster – Add and Subtract within 20 • Common Core Standards • 1.OA.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.OA.8 Determine the unknown whole number in an additional 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=_. • Classroom Practices • 1.OA.7 Students should be able to understand that an equation needs to be “balanced”, with equal quantities on both sides of the equal sign. Once students understand the meaning of the equal sign, they are able to determine if an equation is true or false. For example: • an operation on the left side of the equal sign and the answer on the right side (7 + 6= 13) • an operation of the right side of the equal sign and the answer on the left side (13= 7 + 6) • numbers of both sides of the equal sign (6 = 6) • operations on both sides of the equal sign (5 + 2 = 4 + 3). • 1.OA.8 Students should use their understanding of and strategies related to addition and subtraction as described in 1.OA.4 and 1.OA.6 to solve equations with an unknown. Rather than symbols, the unknown symbols are boxes or pictures. For example, Five cookies were on the table. I ate some cookies. Then there were 3 cookies. How many cookies did I eat? Math Tools Variety of manipulatives Ten frames Number lines Hundreds chart Envision Topics – 3-4, 4-4 https://www.xtramath.org/ www.ixl.com Math Vocabulary Addition, subtraction, sum, difference, equal, counting on, counting back, true, false, “same amount as”

  26. Name:_____________________________________Date:___________________________________________Name:_____________________________________Date:___________________________________________ Use pictures, words and equations to show your work. Mark (X) off each one as you use it. 1.OA.7-4th Nine weeks Picture Words Numbers Shapes on the Floor A bag of circle and square shapes fell on the floor. Alex picks up nine circle shapes and five square shapes. LeBron picked up the same amount. How many did LeBron pick up? Extention: What different combinations of shapes could he have?

  27. Grade – 1 Domain – Numbers and Operations in Base Ten Assessed 4th 9 Weeks Unit Cluster – Use place value understanding and properties of operations to add and subtract. Common Core Standards 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. 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. 1.NBT.6. 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. Classroom Practices 1.NBT.4 Students should use concrete materials, models, drawings and place value strategies to add within 100. They do so by begin flexible with numbers as they use the base-ten system to solve problems. Carrying and borrowing is not an expectation in First Grade. 1.NBT.5 Students build on their work with tens and ones by mentally adding ten more and ten less than any number less than 100. Ample experiences with ten frames and the hundreds chart help students use the patterns found in the tens place to solve such problems mentally. Example: There are 74 birds in the park. 10 birds fly away. How many birds are in the park now? 1.NBT.6 Students use concrete models, drawings and place value strategies to subtract multiples of 10. Example: There are 60 students in the gym. 30 students leave. How many students are still in the gym? Math Tools Variety of manipulatives Ten frames Hundreds chart Envision Topics – 20 www.ixl.com http://www.k-5mathteachingresources.com/1st-grade-number-activities.html Math Vocabulary place value, tens, multiples of ten

More Related