Grade 1 Doc Final

Grade 1 Mathematics Pacing Framework
2011-2012
Grade 1
Below and on the following pages are guidelines and information for planning instruction around the NV State standards, Common Core State Standards, and implementing Everyday Math (EM) Lessons in WCSD schools: Nevada Math Standards and Common Core State Standards are listed on the following pages. Standards correlated to the Lesson Focus are those emphasized in Part I of each lesson, or are grade level standards which should be taught within the context of the EM lesson. The correlated standard focused on in the lesson represents the expectation for secure understandings and skills achieved by the end of the school year. Reading Tip: Given the Nevada Standard 1.2.8, this is read as Content Standard 1.0/Grade Level 2/Theme 8." Teachers should look for opportunities to incorporate the Common Core State Standards (CCSS) into planning and instruction where appropriate. "What students can learn at any particular grade level depends upon what they have learned before" (CCSS Introduction, p. 5). Teachers are encouraged to communicate with other grade levels and align practices and goals to support vertical transitions. Review the CCSS critical areas of focus for grades K-6 to assist in planning short and long-range goals for student learning and strengthening teaching of the current Mathematics Standards. Seek to develop mathematical processes and proficiencies in students as described by the "Standards for Mathematical Practice" (CCSS, p.6). Even though every EM lesson is not shown, teaching the EM lessons sequentially will prepare students for instruction in the next grade level and support students in making mathematical connections inherent in the program. On average, 7-8 EM lessons should be completed within a 10-day period, reserving additional days for revising instruction and providing focused intervention/enrichment. Process standards should be integrated into instruction and learning throughout. Students should engage in 60 minutes of daily math instruction (minimum). For each lesson, spend at most, 5-7 minutes per lesson on the EM Mental Math and Reflexes activities and 13-15 minutes per lesson on the EM Math Message and Follow-Up activities for a total of no more than 20 minutes per session. The math games in the EM Ongoing Learning & Practice sections provide concept and skill mastery practice. Remember that not all students need practice in the same way or on the same thing. Following teaching with Part I, use Parts 2 & 3 from each lesson to assist in differentiating instruction. Formatively assess students throughout lessons/teaching to determine student needs for differentiation. Use assessment data to adjust instruction and plan fluid student groupings for differentiated learning opportunities. Reflect on instruction and student achievement following the sequence of the ICEL model (Instruction > Curriculum > Environment/Expectations > Learner).
2
Grade 1
Recommended practice for planning a standards based lesson: 1) Look at the lesson focus. All grade level indicators should be secure by the end of the school year. Use the lesson focus/aligned indicators to help create essential understandings for the unit. Remember, students are not expected to be secure in all content presented within the EM lessons. Secure goals should align with the intent of each grade level indicator as defined by NV State Standards and Common Core State Standards. Use district assessment items and other state/local resources to help clarify and target the intent of grade level standard indicators. *Secure - a standard/indicator is considered ""secure"" when a student is able to confidently apply the identified skill or concept in multiple situations, demonstrating understanding of essential mathematical concepts; student has the ability to make connections among ideas and reason, analyze and solve problems 2) Read the ""Learning Goals in Perspective"" section at the beginning of each EM unit to review past, future, and present learning goals and connections. 3) Review the Unit Content Highlights at the beginning of each EM unit to identify major content ideas and instructional strategies for noted unit lessons. Big understandings highlighted in the unit may appear in parts 1, 2, or 3 of any given lesson. 4) Look at all parts of the lesson (1, 2, 3) and consider which activities, practice, and ancillary materials should be used to both get at the intent of the Standards and help students make connections to big understandings.
Grade 1 Area of Focus

Addition and Subtraction Represent and solve problems involving addition and subtraction. Understand and apply properties of operations and the relationship between addition and subtraction. Add and subtract within 20. Work with addition and subtraction equations.
Understand various meanings of addition and subtraction of whole numbers and the relationship between the two operations. Understand the effects of adding and subtracting whole numbers. Develop and use strategies for whole number computations, with a focus on addition and subtraction. Illustrate general principles and properties of operations, such as commutativity, using specific numbers. Use concrete, pictorial, and verbal representations to develop an understanding of invented and conventional symbolic notations. Model situations that involve the addition and subtraction of whole numbers, using objects, pictures, and symbols. Describe quantitative change, such as a students growing two inches in one year.
Number Extend the counting sequence. Understand place value. Use place value understanding and properties of operations to add and subtract.
Use multiple models to develop initial understandings of place-value and the base-ten number system. Develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers. Connect number words and numerals to the quantities they represent, using various physical models and representations.
Grade 1 Area of Focus

Linear Measurement Measure lengths indirectly and by iterating length units. Tell and write time. Represent and interpret data.
Understand how to measure using nonstandard and standard units. Select an appropriate unit and tool for the attribute being measured. Measure with multiple copies of units of the same size, such as paper clips laid end to end. Use repetition of a single unit to measure something larger than the unit, for instance, measuring the length of a room with a single meter stick. Use tools to measure. Develop common referents for measures to make comparisons and estimates.
Geometric Shapes Reason with shapes and their attributes.

Recognize, name, build, draw, compare, and sort two- and three-dimensional shapes. Describe attributes and parts of two- and three-dimensional shapes. Investigate and predict the results of putting together and taking apart two- and three-dimensional shapes.
Grade 1 Pacing
Quarter 1: Grade 1 Mathematics Area of Focus and Resources
Common Core State Standards Area of Focus
Addition and Subtraction
Represent and solve problems involving addition and subtraction. Understand and apply properties of operations and the relationship between addition and subtraction. Add and subtract within 20. Work with addition and subtraction equations.
Number
Extend the counting sequence. Understand place value. Use place value understanding and properties of operations to add and subtract.
Linear Measurement
Measure lengths indirectly and by iterating length units. Tell and write time. Represent and interpret data.
Geometric Shapes
Reason with shapes and their attributes.
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.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
Tools/Resources
Everyday Math (2001): 1.5 One More, One Less Everyday Math Game: Before and After NCTM Illuminations Activity: Grouping and Grazing http://illuminations.nctm.org/ActivityDetail.aspx?ID=218 Oktas Rescue http://illuminations.nctm.org/ActivityDetail.aspx?ID=219 Bobbie Bear http://illuminations.nctm.org/ActivityDetail.aspx?ID=3 Five Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=74 Ten Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=75 How Many Under the Shell http://illuminations.nctm.org/ActivityDetail.aspx?ID=198 NCTM Illuminations Lesson:
Notes
-Incorporate into Lesson/Practice: CCSS 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. -review resources against standard(s); supplement text to meet CCSS Standards: situations involving adding to, taking from, putting together, taking apart and comparing with unknowns in all positions within 20 and fluently within 10 use strategies counting on, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction and creating equivalent but easier or known sums
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
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.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 <.
Tools/Resources
Notes
Block Pounds http://illuminations.nctm.org/LessonDetail.aspx?id=L167 Comparing Connecting Cubes http://illuminations.nctm.org/LessonDetail.aspx?id=U41 Number Cents http://illuminations.nctm.org/LessonDetail.aspx?id=U67 Seeing Double http://illuminations.nctm.org/LessonDetail.aspx?id=L875
Everyday Math (2001): 1.6 Comparing Numbers Everyday Math Game: Addition Top-It NCTM Illuminations Lesson: Island Inequality Mat http://illuminations.nctm.org/LessonDetail.aspx?id=U183
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
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.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
Tools/Resources
Everyday Math (2001): 1.13 Number Stories Everyday Math Game: Animal Weight Top-It Addition Top-It NCTM Illuminations Activity: Grouping and Grazing http://illuminations.nctm.org/ActivityDetail.aspx?ID=218 Oktas Rescue http://illuminations.nctm.org/ActivityDetail.aspx?ID=219 Bobbie Bear http://illuminations.nctm.org/ActivityDetail.aspx?ID=3 Five Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=74 Ten Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=75 How Many Under the Shell http://illuminations.nctm.org/ActivityDetail.aspx?ID=198
Notes
-Incorporate into Lesson/Practice: CCSS 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. -review resources against standard(s); supplement text to meet CCSS Standards: situations involving adding to, taking from, putting together, taking apart and comparing with unknowns in all positions within 20 and fluently within 10 use strategies counting on, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction and creating equivalent but easier or known sums
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Tools/Resources
NCTM Illuminations Lesson: Block Pounds http://illuminations.nctm.org/LessonDetail.aspx?id=L167 Comparing Connecting Cubes http://illuminations.nctm.org/LessonDetail.aspx?id=U41 Number Cents http://illuminations.nctm.org/LessonDetail.aspx?id=U67 Everyday Math (2001): 2.1 Number Grids Everyday Math Game: Rolling for Fifty NCTM Illuminations Activity: Grouping and Grazing http://illuminations.nctm.org/ActivityDetail.aspx?ID=218 Oktas Rescue http://illuminations.nctm.org/ActivityDetail.aspx?ID=219
Notes
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.OA.5 Relate counting to addition and subtraction (e.g., by counting on
-Incorporate into Lesson/Practice: CCSS 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. -review resources against standard(s); supplement text to meet CCSS Standards: situations involving adding to, taking from, putting together, taking apart and comparing with unknowns in all positions
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
2 to add 2).
Tools/Resources
Bobbie Bear http://illuminations.nctm.org/ActivityDetail.aspx?ID=3 Five Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=74 Ten Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=75 How Many Under the Shell http://illuminations.nctm.org/ActivityDetail.aspx?ID=198
Notes
Within 20 and fluently within 10
NCTM Illuminations Lesson: Block Pounds http://illuminations.nctm.org/LessonDetail.aspx?id=L167 Comparing Connecting Cubes http://illuminations.nctm.org/LessonDetail.aspx?id=U41 Seeing Double http://illuminations.nctm.org/LessonDetail.aspx?id=L875 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use Everyday Math (2001): 2.3 Complements of 10 -review resources against standard(s); supplement text to meet CCSS Standards: add and subtract within 20 and
10
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
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).
Tools/Resources
Everyday Math Game: Two-Fisted Penny Addition NCTM Illuminations Activity: Grouping and Grazing http://illuminations.nctm.org/ActivityDetail.aspx?ID=218 Oktas Rescue http://illuminations.nctm.org/ActivityDetail.aspx?ID=219 Bobbie Bear http://illuminations.nctm.org/ActivityDetail.aspx?ID=3 Five Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=74 Ten Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=75 How Many Under the Shell http://illuminations.nctm.org/ActivityDetail.aspx?ID=198 NCTM Illuminations Lesson: Comparing Connecting Cubes http://illuminations.nctm.org/LessonDetail.aspx?id=U41
Notes
fluently within 10 making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, creating equivalent but easier or known sums
11
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
Tools/Resources
Number Cents http://illuminations.nctm.org/LessonDetail.aspx?id=U67
Notes
1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.
Everyday Math (2001): 2.5 Analog Clocks Everyday Math Game: Time Match
-review resources against standard(s); supplement text to meet CCSS Standards: hour and half hour digital and analog -review resources against standard(s); supplement text to meet CCSS Standards: hour and half hour digital and analog -review resources against standard(s); supplement text to meet CCSS Standards: order three objects by length
1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.
Everyday Math (2001): 2.6 Telling Time to the Hour Everyday Math Game: Time Match
1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
Everyday Math (2001): 2.7 Exploring Lengths, Straightedges, and Dominoes NCTM Illuminations Activity: Turtle Pond http://illuminations.nctm.org/ActivityDetail.aspx?ID=83
12
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
Tools/Resources
NCTM Illuminations Lesson: As People Get Older, They Get Taller http://illuminations.nctm.org/LessonDetail.aspx?id=U171 Get The Turtle To The Pond http://illuminations.nctm.org/LessonDetail.aspx?id=L396 We're Going On A Length Measurement Hunt http://illuminations.nctm.org/LessonDetail.aspx?id=L873
Notes
1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
Everyday Math (2001): 2.10 Counting Nickels and Pennies Everyday Math Game: Coin Top-It Penny-Nickel Exchange NCTM Illuminations Activity: Coin Box http://illuminations.nctm.org/ActivityDetail.aspx?ID=217 Grouping and Grazing
13
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
Tools/Resources
http://illuminations.nctm.org/ActivityDetail.aspx?ID=218 Oktas Rescue http://illuminations.nctm.org/ActivityDetail.aspx?ID=219 Bobbie Bear http://illuminations.nctm.org/ActivityDetail.aspx?ID=3 Five Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=74 Ten Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=75 How Many Under the Shell http://illuminations.nctm.org/ActivityDetail.aspx?ID=198
Notes
NCTM Illuminations Lesson: Seeing Double http://illuminations.nctm.org/LessonDetail.aspx?id=L875
14
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
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.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
Tools/Resources
Everyday Math (2001): 2.11 Counting Nickels and Pennies Everyday Math Game: Nickel Penny Grab Penny Drop NCTM Illuminations Activity: Coin Box http://illuminations.nctm.org/ActivityDetail.aspx?ID=217 Grouping and Grazing http://illuminations.nctm.org/ActivityDetail.aspx?ID=218 Oktas Rescue http://illuminations.nctm.org/ActivityDetail.aspx?ID=219 Bobbie Bear http://illuminations.nctm.org/ActivityDetail.aspx?ID=3 Five Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=74
Notes
-Incorporate into Lesson/Practice: CCSS 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. -review resources against standard(s); supplement text to meet CCSS Standards: situations involving adding to, taking from, putting together, taking apart and comparing with unknowns in all positions within 20 and fluently within 10 count to 120 using strategies such as counting on; making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, and
15
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
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.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. 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
Tools/Resources
Ten Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=75 How Many Under the Shell http://illuminations.nctm.org/ActivityDetail.aspx?ID=198
Notes
creating equivalent but easier or known sums
NCTM Illuminations Lesson: Block Pounds http://illuminations.nctm.org/LessonDetail.aspx?id=L167 Comparing Connecting Cubes http://illuminations.nctm.org/LessonDetail.aspx?id=U41 Number Cents http://illuminations.nctm.org/LessonDetail.aspx?id=U67 Seeing Double http://illuminations.nctm.org/LessonDetail.aspx?id=L875 Everyday Math (2001): 2.12 Subtraction Number Models Everyday Math Game: High Roller -Incorporate into Lesson/Practice: CCSS 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
16
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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
Tools/Resources
NCTM Illuminations Activity: Grouping and Grazing http://illuminations.nctm.org/ActivityDetail.aspx?ID=218 Oktas Rescue http://illuminations.nctm.org/ActivityDetail.aspx?ID=219 Bobbie Bear http://illuminations.nctm.org/ActivityDetail.aspx?ID=3 Five Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=74 Ten Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=75 How Many Under the Shell http://illuminations.nctm.org/ActivityDetail.aspx?ID=198 NCTM Illuminations Lesson: Block Pounds http://illuminations.nctm.org/LessonDetail.aspx?id=L167 Comparing Connecting Cubes http://illuminations.nctm.org/LessonDetail.aspx?id=U41 Number Cents -
Notes
-review resources against standard(s); supplement text to meet CCSS Standards: with unknowns in all positions using a symbol for the unknown number making ten decomposing a number leading to a ten determine if equations involving addition and subtraction are true or false read and write numerals up to 120
17
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
+ 1 = 12 + 1 = 13). 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. 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.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 1.NBT.1 Count to 120, starting at
Tools/Resources
http://illuminations.nctm.org/LessonDetail.aspx?id=U67 Seeing Double http://illuminations.nctm.org/LessonDetail.aspx?id=L875
Notes
Everyday Math (2001): 2.13 Number Stories Everyday Math Game: Addition Top-It Domino Top-It NCTM Illuminations Activity: Grouping and Grazing http://illuminations.nctm.org/ActivityDetail.aspx?ID=218 Oktas Rescue http://illuminations.nctm.org/ActivityDetail.aspx?ID=219 Bobbie Bear http://illuminations.nctm.org/ActivityDetail.aspx?ID=3
-Incorporate into Lesson/Practice: CCSS 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. -review resources against standard(s); supplement text to meet CCSS Standards: situations involving adding to, taking from, putting together, taking apart and comparing with unknowns in all positions within 20 and fluently within 10 count to 120
18
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
Tools/Resources
Five Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=74 Ten Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=75 How Many Under the Shell http://illuminations.nctm.org/ActivityDetail.aspx?ID=198
Notes
NCTM Illuminations Lesson: Block Pounds http://illuminations.nctm.org/LessonDetail.aspx?id=L167 Comparing Connecting Cubes http://illuminations.nctm.org/LessonDetail.aspx?id=U41 Seeing Double http://illuminations.nctm.org/LessonDetail.aspx?id=L875 Number Cents http://illuminations.nctm.org/LessonDetail.aspx?id=U67 1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Everyday Math (2001): 3.3 Number Grid Patterns -Incorporate into Lesson/Practice: CCSS 2.NBT.2 be able to skip count by 5s,10s, 100s by second grade
19
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
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). 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
Tools/Resources
Everyday Math Game: Addition Top-It Domino Top-It Fact Power Game Difference Game NCTM Illuminations Activity: Grouping and Grazing http://illuminations.nctm.org/ActivityDetail.aspx?ID=218 Oktas Rescue http://illuminations.nctm.org/ActivityDetail.aspx?ID=219 Bobbie Bear http://illuminations.nctm.org/ActivityDetail.aspx?ID=3 Five Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=74 Ten Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=75 How Many Under the Shell http://illuminations.nctm.org/ActivityDetail.aspx?ID=198
Notes
20
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
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.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
Tools/Resources
NCTM Illuminations Lesson: Comparing Connecting Cubes http://illuminations.nctm.org/LessonDetail.aspx?id=U41 Number Cents http://illuminations.nctm.org/LessonDetail.aspx?id=U67 Seeing Double http://illuminations.nctm.org/LessonDetail.aspx?id=L875 Everyday Math (2001): 3.4 Exploring Even & Odd Numbers, Covering Shapes, and Patterns Everyday Math Game: Attribute Train Game Stand Up If NCTM Illuminations Activity: Geometric Solids http://illuminations.nctm.org/ActivityDetail.aspx?ID=70 Patch Tool http://illuminations.nctm.org/ActivityDetail.aspx?ID=27
Notes
-review resources against standard(s); supplement text to meet CCSS Standards: know 2-dimensional shape names rectangles, squares, trapezoids, triangles, half-circles, quarter-circles know 3-dimensional shapes cubes, right rectangular prisms, right circular cones, right circular cylinders compose to create a composite shape create new shapes from composite shape
21
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
Tools/Resources
Shape Cutter http://illuminations.nctm.org/ActivityDetail.aspx?ID=72 Shape Tool http://illuminations.nctm.org/ActivityDetail.aspx?ID=35
Notes
NCTM Illuminations Lesson: I've Seen That Shape Before http://illuminations.nctm.org/LessonDetail.aspx?id=L237 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 Everyday Math (2001): 3.5 Counting on the Number Line Everyday Math Game: Addition Top-It Domino Top-It Fact Power Game Difference Game NCTM Illuminations Activity: Grouping and Grazing -Incorporate into Lesson/Practice: CCSS 2.NBT.2 be able to skip count by 5s,10s, 100s by second grade
22
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
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.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.
Tools/Resources
http://illuminations.nctm.org/ActivityDetail.aspx?ID=218 Oktas Rescue http://illuminations.nctm.org/ActivityDetail.aspx?ID=219 Bobbie Bear http://illuminations.nctm.org/ActivityDetail.aspx?ID=3 Five Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=74 Ten Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=75 How Many Under the Shell http://illuminations.nctm.org/ActivityDetail.aspx?ID=198
Notes
NCTM Illuminations Lesson: Comparing Connecting Cubes http://illuminations.nctm.org/LessonDetail.aspx?id=U41 Number Cents http://illuminations.nctm.org/LessonDetail.aspx?id=U67 Seeing Double http://illuminations.nctm.org/LessonDetail.aspx?id=L875
23
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
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).
Tools/Resources
Everyday Math (2001): 3.6 Adding and Subtracting on the Number Line Everyday Math Game: Addition Top-It Domino Top-It Fact Power Game Difference Game NCTM Illuminations Activity: Grouping and Grazing http://illuminations.nctm.org/ActivityDetail.aspx?ID=218 Oktas Rescue http://illuminations.nctm.org/ActivityDetail.aspx?ID=219 Bobbie Bear http://illuminations.nctm.org/ActivityDetail.aspx?ID=3 Five Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=74 Ten Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=75
Notes
-review resources against standard(s); supplement text to meet CCSS Standards: demonstrate fluency for addition and subtraction within 10 using strategies for counting on, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, creating equivalent but easier or known sums
24
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
Tools/Resources
How Many Under the Shell http://illuminations.nctm.org/ActivityDetail.aspx?ID=198
Notes
NCTM Illuminations Lesson: Comparing Connecting Cubes http://illuminations.nctm.org/LessonDetail.aspx?id=U41 Number Cents http://illuminations.nctm.org/LessonDetail.aspx?id=U67 Seeing Double http://illuminations.nctm.org/LessonDetail.aspx?id=L875 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. Everyday Math (2001): 3.7 Telling Time to the Half-Hour Everyday Math Game: Time Match 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, Everyday Math (2001): 3.8 Introduction to the Frames-and-Arrows Routine Everyday Math Game: -review resources against standard(s); supplement text to meet CCSS Standards: hour and half hour digital and analog -Incorporate into Lesson/Practice: CCSS 2.NBT.2 be able to skip count by 5s,10s, 100s by second grade
25
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
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.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
Tools/Resources
Addition Top-It Domino Top-It Fact Power Game Difference Game
Notes
NCTM Illuminations Activity: Grouping and Grazing http://illuminations.nctm.org/ActivityDetail.aspx?ID=218 Oktas Rescue http://illuminations.nctm.org/ActivityDetail.aspx?ID=219 Bobbie Bear http://illuminations.nctm.org/ActivityDetail.aspx?ID=3 Five Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=74 Ten Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=75 How Many Under the Shell http://illuminations.nctm.org/ActivityDetail.aspx?ID=198 NCTM Illuminations Lesson:
26
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
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.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.
Tools/Resources
Comparing Connecting Cubes http://illuminations.nctm.org/LessonDetail.aspx?id=U41 Number Cents http://illuminations.nctm.org/LessonDetail.aspx?id=U67 Seeing Double http://illuminations.nctm.org/LessonDetail.aspx?id=L875
Notes
Everyday Math (2001): 3.9 More Frames-and-Arrows Problems Everyday Math Game: Addition Top-It Domino Top-It Fact Power Game Difference Game NCTM Illuminations Activity: Grouping and Grazing http://illuminations.nctm.org/ActivityDetail.aspx?ID=218 Oktas Rescue
27
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
Tools/Resources
http://illuminations.nctm.org/ActivityDetail.aspx?ID=219 Bobbie Bear http://illuminations.nctm.org/ActivityDetail.aspx?ID=3 Five Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=74 Ten Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=75 How Many Under the Shell http://illuminations.nctm.org/ActivityDetail.aspx?ID=198
Notes
NCTM Illuminations Lesson: Block Pounds http://illuminations.nctm.org/LessonDetail.aspx?id=L167 Comparing Connecting Cubes http://illuminations.nctm.org/LessonDetail.aspx?id=U41 Number Cents http://illuminations.nctm.org/LessonDetail.aspx?id=U67 Seeing Double http://illuminations.nctm.org/LessonDetail.aspx?id=L875
28
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
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.
Tools/Resources
Everyday Math (2001): 3.12 Counting Dimes, Nickels, and Pennies Everyday Math Game: Coin-Dice Dime-Nickel-Penny Grab NCTM Illuminations Activity: Coin Box http://illuminations.nctm.org/ActivityDetail.aspx?ID=217 NCTM Illuminations Lesson: Block Pounds http://illuminations.nctm.org/LessonDetail.aspx?id=L167 Comparing Connecting Cubes http://illuminations.nctm.org/LessonDetail.aspx?id=U41 Number Cents http://illuminations.nctm.org/LessonDetail.aspx?id=U67 Seeing Double http://illuminations.nctm.org/LessonDetail.aspx?id=L875
Notes
-Incorporate into Lesson/Practice: CCSS 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
29
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
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.
Tools/Resources
Everyday Math (2001): 3.13 Data Day Everyday Math Game: Dice-Roll and Tally Game Scissors, Paper, Stone NCTM Illuminations Lesson: Look at Me http://illuminations.nctm.org/LessonDetail.aspx?id=U64
Notes
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
Everyday Math (2001): 3.14 Domino Addition Everyday Math Game: Domino Top-It NCTM Illuminations Activity: Grouping and Grazing http://illuminations.nctm.org/ActivityDetail.aspx?ID=218
-review resources against standard(s); supplement text to meet CCSS Standards: demonstrate fluency for addition and subtraction within 10 using strategies for counting on, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction,
30
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
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).
Tools/Resources
Oktas Rescue http://illuminations.nctm.org/ActivityDetail.aspx?ID=219 Bobbie Bear http://illuminations.nctm.org/ActivityDetail.aspx?ID=3 Five Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=74 Ten Frame http://illuminations.nctm.org/ActivityDetail.aspx?ID=75 How Many Under the Shell http://illuminations.nctm.org/ActivityDetail.aspx?ID=198
Notes
creating equivalent but easier or known sums
NCTM Illuminations Lesson: Number Cents http://illuminations.nctm.org/LessonDetail.aspx?id=U67
31
Grade 1 Pacing
Quarter 2: Grade 1 Mathematics Area of focus and Resources
Number
Linear Measurement
Standards
1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
Tools/Resources
Everyday Math (2001): 4.2 Nonstandard Linear Measures NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
-review resources against standard(s); supplement text to meet CCSS Standards: order three objects compare 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.
Everyday Math (2001): 4.3 Personal Foot and Standard Foot NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
32
Grade 1 Pacing
Number
Linear Measurement
Standards
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. 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.
Tools/Resources
Everyday Math (2001): 4.4 The Inch Everyday Math Game: Time Match NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon Everyday Math (2001): 4.5 The 6-Inch Ruler NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
33
Grade 1 Pacing
Number
Linear Measurement
Standards
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. 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.
Tools/Resources
Everyday Math (2001): 4.6 Measuring with a Tape Measure NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
Everyday Math (2001): 4.7 Exploring Data, Shapes and Base-Ten Blocks Everyday Math Game: Dice-Roll and Tally Game Scissors, Paper, Stone NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
-review resources against standard(s); supplement text to meet CCSS Standards: up to three categories how many? How many more or less?
34
Grade 1 Pacing
Number
Linear Measurement
Standards
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). 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
Tools/Resources
Everyday Math (2001): 4.10 Number Scrolls Everyday Math Game: Addition Top-It Domino Top-It Fact Power Game Difference Game NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon Everyday Math (2001): 4.11 Introducing Fact Power Everyday Math Game: Addition Top-It Domino Top-It Fact Power Game Difference Game
Notes
-review resources against standard(s); supplement text to meet CCSS Standards: within 20 represent number of objects demonstrate fluency for addition and subtraction within 10 using strategies for counting on, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, creating equivalent but easier or known sums
-review resources against standard(s); supplement text to meet CCSS Standards: within 20 represent number of objects demonstrate fluency for addition and subtraction within 10 using strategies for counting on, making ten, decomposing a number leading to a ten, using the relationship between addition
35
Grade 1 Pacing
Number
Linear Measurement
Standards
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.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).
Tools/Resources
NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
and subtraction, creating equivalent but easier or known sums
Everyday Math (2001): 4.12 Good Fact Habits Everyday Math Game: Shaker Addition Top-It NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
-review resources against standard(s); supplement text to meet CCSS Standards: addition and subtraction within 20 represent number of objects demonstrate fluency for addition and subtraction within 10 using strategies for counting on, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, creating equivalent but easier or known sums
36
Grade 1 Pacing
Number
Linear Measurement
Standards
1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
Tools/Resources
Everyday Math (2001): 5.1 Place Value: Tens and Ones Everyday Math Game: Rolling for 50 Ten-and-Ones Trading Game Number-Grid Game NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
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 <.
Everyday Math (2001): 5.3 Relations: Greater Than, Less Than, and Equal To Everyday Math Game: Variations of Top-It Secret Number Tens-and-Ones Trading Game Number-Grid Game NCTM Illuminations Activity: coming soon
37
Grade 1 Pacing
Number
Linear Measurement
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.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 <. 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.OA.5 Relate counting to addition and
Tools/Resources
NCTM Illuminations Lesson: coming soon Everyday Math (2001): 5.5 Animal Weights Everyday Math Game: Animal Weight Top-It NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
-Incorporate into Lesson/Practice: CCSS 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
Everyday Math (2001): 5.7 Comparison Number Stories Everyday Math Game: The Difference Game NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
-Incorporate into Lesson/Practice: CCSS 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. review resources against standard(s); supplement text to meet CCSS Standards: addition and subtraction
38
Grade 1 Pacing
Number
Linear Measurement
Standards
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). 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.
Tools/Resources
Notes

within 20 represent number of objects demonstrate fluency for addition and subtraction within 10 using strategies for counting on, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, creating equivalent but easier or known sums
Everyday Math (2001): 5.8 Solving Number Stories Everyday Math Game: Addition Top-It Domino Top-It Fact Power Game
-Incorporate into Lesson/Practice: CCSS 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. -review resources against standard(s); supplement text to meet CCSS Standards:
39
Grade 1 Pacing
Number
Linear Measurement
Standards
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.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). 1.OA.5 Relate counting to addition and
Tools/Resources
Difference Game NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes

addition of three whole numbers within 20 represent number of objects demonstrate fluency for addition and subtraction within 10 using strategies for counting on making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, creating equivalent but easier or known sums
Everyday Math (2001):
-review resources against standard(s); supplement
40
Grade 1 Pacing
Number
Linear Measurement
Standards
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). 1.OA.3 Apply properties of operations as strategies to add and subtract.
Tools/Resources
5.9 Dice Sums Everyday Math Game: Addition Top-It Domino Top-It Fact Power Game Difference Game NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
text to meet CCSS Standards: addition and subtraction within 20 represent number of objects demonstrate fluency for addition and subtraction within 10 using strategies for counting on, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, creating equivalent but easier or known sums
Everyday Math (2001): 5.10 Turn-Around Facts Everyday Math Game: Magic Bag Game Turn-Around Facts Game NCTM Illuminations Activity: coming soon
-review resources against standard(s); supplement text to meet CCSS Standards: commutative property of addition associative property of addition
41
Grade 1 Pacing
Number
Linear Measurement
Standards
Tools/Resources
NCTM Illuminations Lesson: coming soon
Notes
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). 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
Everyday Math (2001): 5.11 Easy Facts Everyday Math Game: Beat the Calculator NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
-review resources against standard(s); supplement text to meet CCSS Standards: addition and subtraction within 20 represent number of objects demonstrate fluency for addition and subtraction within 10 using strategies for counting on, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, creating equivalent but easier or known sums -review resources against standard(s); supplement text to meet CCSS Standards: addition and subtraction within 20 represent number of objects
Everyday Math (2001): 5.12 Whats My Rule? Everyday Math Game: Guess the Rule
42
Grade 1 Pacing
Number
Linear Measurement
Standards
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).
Tools/Resources
Magic Bag Game NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes

demonstrate fluency for addition and subtraction within 10 using strategies for counting on, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, creating equivalent but easier or known sums
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). 1.OA.8 Determine the unknown whole
Everyday Math (2001): 5.13 Applying Rules Everyday Math Game: Penny-Nickel-Dime Exchange NCTM Illuminations Activity: coming soon
-review resources against standard(s); supplement text to meet CCSS Standards: addition and subtraction within 20 represent number of objects demonstrate fluency for addition and subtraction within 10 using strategies for counting on, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, creating equivalent but easier or known sums
43
Grade 1 Pacing
Number
Linear Measurement
Standards
number in an addition or subtraction equation relating three whole numbers.
Tools/Resources
Notes
44
Grade 1 Pacing
Quarter 3: Grade 1 Mathematics Units and Descriptions
Number
Linear Measurement
Geometric Shapes
Standards
1.OA.3 Apply properties of operations as strategies to add and subtract. 1.OA.4 Understand subtraction as an unknown-addend problem. 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). 1.OA.8 Determine the unknown whole number in an addition or subtraction
Tools/Resources
Everyday Math (2001): 6.1 The Addition/Subtraction Facts Table Everyday Math Game: Addition Top-It Game NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
-review resources against standard(s); supplement text to meet CCSS Standards: addition and subtraction properties of operations as strategies within 20 demonstrate fluency for addition and subtraction within 10 using strategies for counting on, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, creating equivalent but easier or known sums
45
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
equation relating three whole numbers. 1.OA.3 Apply properties of operations as strategies to add and subtract. 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). 1.OA.3 Apply properties of operations as strategies to add and subtract. 1.OA.4 Understand subtraction as an unknown-addend problem.
Tools/Resources
Everyday Math (2001): 6.2 Equivalent Names Everyday Math Game: Domino Top-It NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
-review resources against standard(s); supplement text to meet CCSS Standards: commutative Property of addition associative Property of addition within 20 demonstrate fluency for addition and subtraction within 10 using strategies for counting, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, creating equivalent but easier or known sums
Everyday Math (2001): 6.3 Fact Families Everyday Math Game:
-review resources against standard(s); supplement text to meet CCSS Standards: commutative Property of addition
46
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
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). 1.OA.3 Apply properties of operations as strategies to add and subtract. 1.OA.4 Understand subtraction as an unknown-addend problem. 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
Tools/Resources
Turn-Around Facts Game NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes

associative Property of addition within 20 demonstrate fluency for addition and subtraction within 10 using strategies for counting on, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, creating equivalent but easier or known sums
Everyday Math (2001): 6.4 Fact Triangles Everyday Math Game: Beat the Calculator NCTM Illuminations Activity: coming soon
-review resources against standard(s); supplement text to meet CCSS Standards: commutative Property of addition associative Property of addition within 20 demonstrate fluency for addition and subtraction within 10
47
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
+ 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.OA.3 Apply properties of operations as strategies to add and subtract. 1.OA.4 Understand subtraction as an unknown-addend problem. 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
Tools/Resources
Notes
using strategies for counting on, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, creating equivalent but easier or known sums
Everyday Math (2001): 6.5 Using the Addition/Subtraction Facts Table for Subtraction Everyday Math Game: 3,2,1 Game NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
-review resources against standard(s); supplement text to meet CCSS Standards: addition and subtraction properties of operations as strategies within 20 demonstrate fluency for addition and subtraction within 10 using strategies for counting on, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, creating equivalent but
48
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
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.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 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.
Tools/Resources
Notes
easier or known sums
Everyday Math (2001): 6.6 Centimeter NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
49
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
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.
Tools/Resources
Everyday Math (2001): 6.7 Exploring Pattern Blocks, Addition Facts, and Triangles Everyday Math Game: Attribute Train-Game Guess the Rule Stand Up If NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
-review resources against standard(s); supplement text to meet CCSS Standards: distinguish between defining and nondefining attributes
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
Everyday Math (2001): 6.8 Addition Facts Practice with Whats My Rule? Everyday Math Game: Domino Top-It NCTM Illuminations Activity: coming soon
-review resources against standard(s); supplement text to meet CCSS Standards: within 20 demonstrate fluency for addition and subtraction within 10 using strategies for counting on, making ten, decomposing a number leading to a ten, using the relationship between addition
50
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
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.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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
Tools/Resources
Notes
and subtraction, creating equivalent but easier or known sums
Everyday Math (2001): 6.9 Quarters Everyday Math Game: One-Dollar Exchange NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
-review resources against standard(s); supplement text to meet CCSS Standards: subtraction explain the reasoning used relate strategy to a written method
51
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
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.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.
Tools/Resources
Notes
Everyday Math (2001): 6.10 Digital Clocks Everyday Math Game: Time Match NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
1.MD.4 Organize, represent, and interpret data with up to three categories; ask and
Everyday Math (2001): 6.12 Data Landmarks
52
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
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.
Tools/Resources
Everyday Math Game: Dice-Roll and tally Game Scissors, Paper, Stone NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
Everyday Math (2001): 7.1 Attribute Rules Everyday Math Game: Who Am I Thinking Of? NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
-review resources against standard(s); supplement text to meet CCSS Standards: build and draw shapes
1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
Everyday Math (2001): 7.2 Exploring Attributes, Designs, and Fact Platters
-review resources against standard(s); supplement text to meet CCSS Standards:
53
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
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). 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.1 Distinguish between defining attributes (e.g., triangles are closed and
Tools/Resources
Everyday Math Game: Guess the Rule with Attribute Blocks Attribute Train Game NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes

within 20 demonstrate fluency for addition and subtraction within 10 using strategies for counting on, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, creating equivalent but easier or known sums build and draw shapes
Everyday Math (2001): 7.3 Pattern-Block and Template Shapes
54
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
Tools/Resources
Everyday Math Game: Attribute Train Game Guess the Rule Stand Up If NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
Everyday Math (2001): 7.4 Making Polygons Everyday Math Game: Attribute Train Game Guess the Rule Stand Up If NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
55
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
Tools/Resources
Everyday Math (2001): 7.5 Spheres, Cylinders, and Rectangular Prisms Everyday Math Game: Attribute Train Game Guess the Rule Stand Up If NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
Everyday Math (2001): 7.6 Pyramids, Cones and Cubes Everyday Math Game: Attribute Train Game Guess the Rule Stand Up If
56
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
Tools/Resources
NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, 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.
Everyday Math (2001): 7.7 Symmetry Everyday Math Game: Stand Up If NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
-review resources against standard(s); supplement text to meet CCSS Standards: circles and rectangles two and four equal shares describe the shares
57
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
1. OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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.OA.5 Relate counting to addition and
Tools/Resources
Everyday Math (2001): 8.1 Review: Money Everyday Math Game: Coin-Dice Coin Top-It Dime-Nickel-Penny Grab One Dollar Exchange NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
-review resources against standard(s); supplement text to meet CCSS Standards: subtraction explain the reasoning used relate strategy to a written method
58
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
subtraction (e.g., by counting on 2 to add 2). 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. 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
Tools/Resources
8.2 Dollars Everyday Math Game: One Dollar Exchange NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon Everyday Math (2001): 8.3 Place Value: Hundreds, Tens and Ones Everyday Math Game: Number-Grid Game NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
1.OA.1 Use addition and subtraction within 20 to solve word problems
Everyday Math (2001): 8.4 Application: Shopping at the School Store
-Incorporate into Lesson/Practice: CCSS 1.OA.7 Understand the meaning of the equal
59
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
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.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.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.OA.2 Solve word problems that call for
Tools/Resources
Everyday Math Game: Base-Ten Exchange NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
sign, and determine if equations involving addition and subtraction are true or false. -review resources against standard(s); supplement text to meet CCSS Standards: addition of three whole numbers within 20 represent number of objects involving situations of adding to, taking from, putting together, taking apart, and comparing -Incorporate into Lesson/Practice: CCSS 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. review resources against standard(s); supplement text to meet CCSS Standards: addition of three whole numbers represent number of objects
Everyday Math (2001): 8.5 Making Change Everyday Math Game: 3,2,1 Game NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
60
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
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.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).
Tools/Resources
Notes
involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions
61
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, 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. 1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or threedimensional shapes (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, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as
Tools/Resources
Everyday Math (2001): 8.6 Equal Shares Everyday Math Game: NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon Everyday Math (2001): 8.9 Exploring Fractional Parts and Addition Facts NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
-review resources against standard(s); supplement text to meet CCSS Standards: circles and rectangles use the phrases half of, fourth of, and quarter of
-review resources against standard(s); supplement text to meet CCSS Standards: three dimensional shapes compose new shapes describe the part, describe the whole
62
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. 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.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the
Tools/Resources
Notes
Everyday Math (2001): 9.1 Tens and Ones Patterns on the Number Grid Everyday Math Game: Number-Grid Game NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
-review resources against standard(s); supplement text to meet CCSS Standards: explain the reasoning used relate strategy to a written method
63
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
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.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.
Tools/Resources
Notes
Everyday Math (2001): 9.2 Adding and Subtracting Tens Everyday Math Game: Number-Grid Game NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
-review resources against standard(s); supplement text to meet CCSS Standards: explain the reasoning used relate strategy to a written method strategies based on place-value, properties of operations, and/or the relationship between addition and subtraction
64
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
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. 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. 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
Tools/Resources
Notes
Everyday Math (2001): 9.3 Number-Grid Puzzles Everyday Math Game: Number-Grid Game NCTM Illuminations Activity: coming soon
-review resources against standard(s); supplement text to meet CCSS Standards: explain the reasoning used
65
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
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.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.
Tools/Resources
Notes
66
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
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.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.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
Tools/Resources
Everyday Math (2001): 9.4 Adding and Subtracting 2-Digit Numbers Everyday Math Game: Beat the Calculator Difference Game Fact Power Game Shaker Addition Top-It 3,2,1 Game Turn-Around Facts Game NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
-Incorporate into Lesson/Practice: CCSS 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. -review resources against standard(s); supplement text to meet CCSS Standards: explain the reasoning used relate strategy to a written method strategies based on place-value, properties of operations, and/or the relationship between addition and subtraction addition of three whole numbers add within 100 subtract multiples of 10 from 10-90 represent number of objects involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions
67
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
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.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. 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
Tools/Resources
Notes
Everyday Math (2001): 9.5 Exploring Capacity, Symmetry, and Heights NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
68
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. 1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, 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. 1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, 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. 1.MD.4 Organize, represent, and interpret
Tools/Resources
Notes
Everyday Math (2001): 9.6 Fractional Parts of the Whole NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
-review resources against standard(s); supplement text to meet CCSS Standards: circles and rectangles describe shares describe wholes
Everyday Math (2001): 9.7 Comparing Fractions NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
-review resources against standard(s); supplement text to meet CCSS Standards: circles and rectangles describe shares describe wholes
69
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
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.
Tools/Resources
10.1 Data Day: End-of-Year Heights Everyday Math Game: Dice-Roll and Tally Game Scissors, Paper, Stone NCTM Illuminations Activity: coming soon
Notes
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.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
NCTM Illuminations Lesson: coming soon Everyday Math (2001): 10.3 Mental Arithmetic Using a Vending Machine Poster Everyday Math Game: Buyer and Vendor Game $1,$10,$100 Exchange NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
-Incorporate into Lesson/Practice: CCSS 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. -review resources against standard(s); supplement text to meet CCSS Standards: explain the reasoning used relate strategy to a written method strategies based on place-value, properties of operations, and/or the relationship between addition and subtraction
70
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
represent the problem. 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). 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
Tools/Resources
Notes

addition of three whole numbers add within 100 subtract multiples of 10 from 10-90 represent number of objects involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions
71
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
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.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.OA.2 Solve word problems that call for
Tools/Resources
Notes
Everyday Math (2001): 10.4 Mental Arithmetic (Continued) Everyday Math Game: Tic-Tac-Toe Addition NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
-Incorporate into Lesson/Practice: CCSS 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. -review resources against standard(s); supplement text to meet CCSS Standards: explain the reasoning used
72
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
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.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). 1.NBT.4 Add within 100, including adding
Tools/Resources
Notes

relate strategy to a written method strategies based on place-value, properties of operations, and/or the relationship between addition and subtraction addition of three whole numbers add within 100 subtract multiples of 10 from 10-90 represent number of objects involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions
73
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
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
Tools/Resources
Notes
74
Grade 1 Pacing
Number
Linear Measurement
Geometric Shapes
Standards
between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 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.
Tools/Resources
Notes
Everyday Math (2001): 10.5 Year-End Geometry Review Everyday Math Game: Attribute Train Game Guess the Rule Stand Up If NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
75

Grade 1 Doc Final

Uploaded by

Document Informationclick to expand document information

Copyright:

Available Formats

Grade 1 Doc Final

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Grade 1 Doc Final

Uploaded by

Copyright:

Available Formats

Grade 1 Mathematics Pacing Framework

Grade 1 Area of Focus

Grade 1 Area of Focus

Geometric Shapes Reason with shapes and their attributes.

NCTM Illuminations Lesson: Seeing Double http://illuminations.nctm.org/LessonDetail.aspx?id=L875

NCTM Illuminations Lesson: Number Cents http://illuminations.nctm.org/LessonDetail.aspx?id=U67

Everyday Math (2001):

-review resources against standard(s); supplement

NCTM Illuminations Lesson: coming soon

Everyday Math (2001): 6.3 Fact Families Everyday Math Game:

Everyday Math (2001): 6.12 Data Landmarks

-review resources against standard(s); supplement text to meet CCSS Standards:

Everyday Math (2001): 7.3 Pattern-Block and Template Shapes

Everyday Math (2001):

1.OA.1 Use addition and subtraction within 20 to solve word problems

Everyday Math (2001): 8.4 Application: Shopping at the School Store

Everyday Math (2001):

You might also like