curriculum map - fulton-ind.k12.ky.us web view1.oa.2 solve word problems that call ... problem of...

Curriculum MapCommon Core Standards

Fulton Independent School District

Subject/Course: MathGrade: 1stRevision Date: 9-15-2014

Timeline(Days or

weeks/dates)

Kentucky Core AssessmentStandard

Learning Target IntroduceProgressing

MasterReview

On Going(all must get

to “M”)

Assessment Lesson/Content Common Core Standard(s) from an Earlier Grade/course that Was/Were no Part of Core content 4.1

Week 1 1.0A.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.OA.3 Apply properties of operations as strategies to add and subtract.

1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

I can represent 10,11,12 assets of 10 and 0, 1, or 2 more.I can use a pattern to find a number of objects without counting.

I can extend simple patterns.

I can write my numbers to 120 from any point.

R, I Formative:Verbal small group checks, Practice worksheetsProblem of the Day

Summative:Unit Test, Quick checks, One-on-one checks.

Number to 0-12Spatial Patterns for Numbers to TenSolving Problems Using Objects

1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.

1.NBT.2abc Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:a. 10 can be thought of as a bundle of ten ones — called a “ten.”b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

Week 2 1.0A.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

I can compare two numbers.I can order 3 numbers.I can order numbers to 12 with a number line.I can solve a problem by acting it out.I can apply numbers to represent real-world problems.I can compare (<,>,=) and order whole numbers.

I, P Formative: verbal check, Center time activities, small groups checks Practice worksheets, Problem of the Day. Homework worksheets Summative: #5 test Quick checks, One –on- one cehecks

Comparing Two NumbersOrdering Three NumbersOrdering Numbers to Twelve With a Number LineSolving Problems by Acting Out

(e.g., by counting on 2 to add 2).



Week 3 & 4





1.NBT.2abc Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:a. 10 can be thought of as a bundle of ten ones — called a “ten.”b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight,

I can use addition to make 6 and 7.I can determine the unknown whole number in an addition equation relating to two whole numbers..I can break numbers into parts of a whole. I can learn the meaning of the term addends.I can use addition number sentences to show the parts and the whole.I can use stories and pictures to model addition sentences.I can change the order of addends and not change the sum.I can use the commutative properties of addition.

I, P Formative:Verbal small group checks, Practice worksheetsProblem of the Day

Summative: Unit Test, Quick checks, One-on-one checks

Addition Problems to 9Introducing Addition Number SentencesStories about JoiningAdding in Any OrderSolving Problems Using Objects

or nine ones.c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

Week 5 & 6

1.0A.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.








Week 7 1.OA.3 Apply properties of operations as strategies to add and subtract.

1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that make 10 when added to 8.




I can represent numbers on a ten frame.I can recognize numbers on a ten frame.I can recognize the addends of ten by using a ten frame.I can find the missing parts of ten by using a ten frame.I can solve problems by making a table.I can add whole numbers whose sum is less than or equal to 20.I can solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20.



Representing Numbers on a Ten-FrameRecognizing Numbers on a Ten FrameFinding Missing Parts of TenSolving Problems by Making a Table

Week 8 and 9


1.OA.2 Solve word problems that call for

I can add by adding 0, 1, and 2.I can add doubles.I can add near doubles.I can us facts with 5 on a ten frame.I can make ten on a ten frame.I can solve problems using a picture and write a number sentence.


Summative:

Adding Numbers with 0, 1, & 2Adding DoublesAdding Near DoublesAdding Facts with 5 on a Ten FrameMaking Ten on a Ten FrameSolving Problems by Drawing Pictures and Writing Number Sentences.

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.2abc Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:a. 10 can be thought of as a bundle of ten ones — called a “ten.”b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).Review and Test for report cards

Unit Test, Quick checks, One-on-one checks

Weeks 10, 11, and 12



1.OA.5 Relate counting to addition and subtraction

I can represent numbers on a ten-frame.I can recognize numbers on a ten-frame.I can make parts of ten.I can find missing parts of ten.I can make a table.

I,P Formative:Verbal small group checks, Practice worksheetsProblem of the Day

Representing numbers on a ten-frame.Recognizing numbers on a ten-frame.Parts of ten.Finding Missing parts of ten.Make a table.

(e.g., by counting on 2 to add 2).










I can add with 0,1, and 2.I can recognize doubles.I can recognize near-doublesI can work facts with 5 on a ten-frame.I can making 10 on a ten-frame.I can draw a picture and write a number sentence.

I,P Formative:Verbal small group checks, Practice worksheetsProblem of the Day


Adding with 0,1, and 2DoublesNear-doublesFacts with 5 on a ten-frame.Making 10 on a ten-frameDraw a picture and write a number sentence.








Review and Test for report cards

I can subtract with 0, 1, and 2.I can use addition to 8 to subtract.I can use addition to 12 to subtract.I can draw a picture and write a number sentence.



Subtracting with 0, 1, and 2.Thinking addition.Thinking addition to 8 to subtract.Thinking addition to 12 to subtract.Draw a picture and write a number sentence.

Week 19 - 20

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 possess defining attributes.

1.G.2 Compose two-dimensional shapes

I can identifying planes shapesI can properties of plane shapesI can makes shapes from shapesI can braking apart shapes to make new shapesI can find ways to move shapes

Formative:Verbal small group checks, Practice worksheetsProblem of the Day

Identifying planes shapesProperties of plane shapesMakes shapes from shapesBraking apart shapes to make new shapesWays to move shapesCongruence

(rectangles, squares, trapezoids, half circles, and quarter circles) or three-dimentional shapes (cubes, right-rectangular prisims, right-circular cones, and right-circular cylinders) to create a composite shape, and compose new shapes from the composite shapes.



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.5 Given a two digit number mentally find 10 more or 10 less than the number, without having to count; explain the reason used.1.NB.6 Subtract multiples of 10 in the range 10-90 from multiples of ten in the range 10-90 (positive or zero differences), using concrete models or drawings or strategies based on place value, properties of operation, and/are the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

I can show congruence shapes by drawing figuresI can show how a shape has symmetryI can identifying solid figuresI can identify flat surfaces and cornersI can sorting solid figures


SymmetryIdentifying solid figuresFlat surfaces and cornersSorting solid figures

Week 21-22



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.5 Given a two digit number mentally find 10 more or 10 less than the number, without having to count; explain the reason used.1.NB.6 Subtract multiples of 10 in the range 10-90 from multiples of ten in the range 10-90 (positive or zero differences), using concrete models or drawings or strategies based on place value, properties of operation, and/are the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

1.NBT.2abc Understand that the two-digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:a. 10 can be thought of as a bundle of ten ones — called a “ten.”b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

I can use groups of ten to count to 120I can find and extend skip counting patterns on a hundred chartI can identify numbers as even or oddI can use ordinal numbers 1st through 20th to identify positionI can use skip counting to find a total number of objects



Making numbers 11 – 20Using numbers 11 – 20Counting by 10’s to 120Counting patterns on a Hundred ChartUsing skip countingOdd and Even numbersOrdinal numbers through 20th

Patterns in tablesProblem Solving: Look for a pattern.

c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

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

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.

Week 23-25

1.NBT.2abc Understand that the two-digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:a. 10 can be thought of as a bundle of ten ones — called a “ten.”b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).


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

I can read and write 2-digit numbers as groups of ten and some left overI can count groups of ten up to ten tens and write how many.I can use groups of tens and ones to show and write a given 2-digit number.I can model a 2-digit number and write its expanded form.I can break apart a ten to make ten ones and write new representation in expanded form.



Counting with groups of 10 and leftovers.Numbers made with 10’s10’s and 1’sExpanded formWays to make numbers.Problem Solving: Make an organized list

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.

Week 26 -27


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 reason used.

1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition or subtraction are true or false. For example, which of the following equations are true and which are false 6=6, 7=8-1, 5+2=2+5, 4+1 = 5+2.

I can write numbers that are one more or one less.I can write numbers that are ten more or ten less.

I can use a hundred chart to show the relationships of one more, one less or ten more and ten less.I can compare 2-digit numbers using symbols.I can find missing numbers on a hundred chart.I can estimate the location of 2-digit numbers on a number line.I can use the words before, after, and between to order numbers up to 99.I can order numbers from least to greatest, given three 2-digit numbers.



1 more, 1 less, 10 more, 10 less.Making numbers on a hundred chart.Comparing numbers with <, >, and =.Ordering numbers with a hundred charts.Number line estimationBefore, after, and in between.Ordering three numbers.Problem Solving: Make an Organized list.

Weeks 28 – 29

1.MD.3 Tell and write time in hour and half-hour using analog and digital clocks.

I can tell time to the hourI can tell time to the half-hourI can write time to the hourI can write time to the half-hourI can estimate and order the length of time activities take

Understanding the hour and minute handsTelling and writing time to the hour and half-hourEstimating and ordering length of timeUsing the calendar

I can use a calendar to keep track of days, weeks, months, and years.

Week 30 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.

1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

I can compare and order concrete objects according to lengthI can estimate and measure length with non-standard unitsI can measure length using feet and inches

Comparing and ordering by lengthUsing units to estimate and estimate length.Problem Solving: use reasoningFeet and inches

Week 31-32

1.G.3Partition circles and rectangles into 2 and 4 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.

I can divide a shape into equal partsI can describe equal parts of a whole.I can show and describe parts of a set.

Making equal partsDescribing equal parts of whole objectsMaking parts of a setDescribing parts of a set

Week 32-34

1.MD.4Organize, 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 another.

I can answer questions by looking at a real object graphI can answer questions by looking at a picture graphI can answer questions by looking at a bar graphI can describe the location of an object show on a gridI can use tally marks to record information.I can collect a set of data and organize it in a real graphI can organize and analyze data

Using data from real graphsUsing data from picture graphsUsing data from bar graphsLocation on a gridCollecting data using tally marksMaking real graphsMaking picture graphs

using a picture graphI can use data in a table to complete a bar graph

Week 35 and 36



1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition or subtraction are true or false. For example, which of the following equations are true and which are false 6=6, 7=8-1, 5+2=2+5, 4+1 = 5+2.

1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? - 3, 6 + 6 = ? .

Reteach these areas for 2nd grade preparation.

curriculum map - fulton-ind.k12.ky.us web view1.oa.2 solve word problems that call ... problem of...

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