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Grade 1 Content overview
StrandS Operations and Algebra
Numbers and Computation
Measurement and Data
Geometry
Connected topics develop related content that is broken into separate topics to allow for assessment opportunities during the development.
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ConnectedTopics
ConnectedTopics
ConnectedTopics
ConnectedTopics
GRADE 1
TOPICS
LESSONS
F4 Contents
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F C RFOCUS COHERENCE RIGOR
Content is developed with focus, coherence, and rigor. The attention to rigor reflects a balance of conceptual understanding, procedural skill and fluency, and applications. See each Topic Overview and Lesson Overview.
TOPICS FOCUS ON
1 Solve Addition and Subtraction Problems to 10 In Topic 1, students represent and solve problems involving addition and subtraction within 10.
2 Fluently Add and Subtract Within 10 3 Addition Facts to 20: Use Strategies
In Topics 2–3, students develop fluency for addition and subtraction within 10. They explore strategies to add within 20.
4 Subtraction Facts to 20: Use Strategies In Topic 4, students use strategies based on the properties of operations and the relationship between addition and subtraction to solve subtraction facts to 20.
5 Work with Addition and Subtraction Equations In Topic 5, students work with addition and subtraction equations. They learn how to find a missing number in an equation and determine if an equation is true or false.
6 Represent and Interpret Data In Topic 6, students organize and interpret data to answer questions. They learn to represent data visually using tally charts and picture graphs.
7 Extend the Counting Sequence In Topic 7, students extend their understanding of the counting sequence to numbers through 120.
8 Understand Place Value 9 Compare Two-Digit Numbers
In Topics 8–9, students learn that two-digit numbers represent amounts of tens and ones. They use their understanding of place value to compare numbers.
10 Use Models and Strategies to Add Tens and Ones 11 Use Models and Strategies to Subtract Tens
In Topics 10–11, students use strategies based on place value and properties of operations to add within 100 and subtractmultiples of 10 within 100.
12 Measure Lengths In Topic 12, students use indirect measurement to compare two lengths. They measure length using nonstandard units.
13 Time In Topic 13, students are introduced to the hour and minute hands on a clock. They tell time to the hour and half hour.
14 Reason with Shapes and Their Attributes 15 Equal Shares of Circles and Rectangles
In Topics 14–15, students explore attributes of two- and three-dimensional shapes. They divide shapes into two and four equal shares to build a conceptual foundation for fractions.
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4 + 2 =□
TOPIC 1 Solve Addition and Subtraction Problems to 10Planner ............................................................................................... 1IInteractive Math Story .........................................................................1MMath and Science Project .......................................................................1Review What You Know .........................................................................2Vocabulary Cards and Activities .......................................................... 3–4
Fluency Practice Activity .......................................................................63Vocabulary Review..............................................................................64Reteaching ................................................................................... 65–66Topic Assessment ........................................................................... 69–70Topic Performance Assessment ........................................................ 73–74Placement Test ..................................................................................74BBasic-Facts Timed Tests .......................................................................74D
In Topic 1, students represent and solve problems involving addition and subtraction within 10.
TOPIC 1 OVERVIEWMath Background: Focus ................................................ 1AMath Background: Coherence .......................................1CMath Background: Rigor ..................................................1EProblem Solving ................................................................. 1FDifferentiated Instruction ............................................... 1GThe Language of Math .................................................... 1H
This shows how you can add the parts to
find the sum.
1–1
1–2
1–6
1–3
1–7
1–4
1–8
1–9
1–5
Solve Problems: Add To . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9A
Solve Problems: Compare Situations. . . . . . . . . . . . . . . . . . . . . . . . . . . . 33A
Solve Problems: Put Together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15A
Continue to Solve Problems: Compare Situations. . . . . . . . . . . . . . . 39A
Solve Problems: Both Addends Unknown. . . . . . . . . . . . . . . . . . . . . . . 21A
Practice Solving Problems: Add To . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45A
Solve Problems: Take From. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27A
Solve Problems: Put Together/Take Apart. . . . . . . . . . . . . . . . . . . . . . . 51A
PROBLEM SOLVING Construct Arguments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57A
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F6 Contents
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7
?7 - 3 =□3 +□ = 7
??
You can think addition to subtract.
TOPICS 2 AND 3 OVERVIEWMath Background: Focus ..............................................75AMath Background: Coherence .................................... 75CMath Background: Rigor ................................................75EProblem Solving ...............................................................75FDifferentiated Instruction .............................................75GThe Language of Math ..................................................75H
In Topics 2–3, students develop fluency for addition and subtraction within 10. They explore strategies to add within 20.
Fluency Practice Activity .....................................................................139Vocabulary Review............................................................................140Reteaching ............................................................................... 141–142Topic Assessment ....................................................................... 145–146Topic Performance Assessment .................................................... 149–150
TOPIC 2 Fluently Add and Subtract Within 10Planner ............................................................................................. 75ISteps to Fluency Success ....................................................................75MInteractive Math Story ....................................................................... 75QMath and Science Project .....................................................................75Review What You Know ................................................................. 76–78Vocabulary Cards and Activities ...................................................... 76–78
2–1
2–2
2–6
2–3
2–7
2–4
2–8
2–9
2–5
2–10
Count On to Add . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79A
Add in Any Order . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103A
Doubles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85A
Count Back to Subtract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109A
Near Doubles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91A
Think Addition to Subtract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115A
Facts with 5 on a Ten-Frame . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97A
Continue to Think Addition to Subtract . . . . . . . . . . . . . . . . . . . . . . . . 121A
Solve Word Problems with Facts to 10 . . . . . . . . . . . . . . . . . . . . . . . . . 127A
PROBLEM SOLVING Look For and Use Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133A
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TOPICS 2 AND 3 OVERVIEWMath Background: Focus ..............................................75AMath Background: Coherence .................................... 75CMath Background: Rigor ................................................75EProblem Solving ...............................................................75FDifferentiated Instruction .............................................75GThe Language of Math ..................................................75H
In Topics 2–3, students develop fluency for addition and subtraction within 10. They explore strategies to add within 20.
Fluency Practice Activity .....................................................................215Vocabulary Review............................................................................216Reteaching ............................................................................... 217–218Topic Assessment ....................................................................... 221–222Topic Performance Assessment .................................................... 225–226
TOPIC 3Addition Facts to 20: Use StrategiesPlanner ..........................................................................................151AInteractive Math Story ...................................................................... 151EMath and Science Project ...................................................................151Review What You Know ............................................................. 152–154Vocabulary Cards and Activities .................................................. 152–154
Make 10
Doubles Near Doubles
You can use different ways to remember addition facts.
3–1
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Count On to Add . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155A
Doubles Plus 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179A
Count On to Add Using an Open Number Line . . . . . . . . . . . . . . . . . 161A
Make 10 to Add . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185A
Doubles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167A
Continue to Make 10 to Add. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191A
Doubles Plus 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173A
Explain Addition Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197A
Solve Addition Word Problems with Facts to 20. . . . . . . . . . . . . . . . 203A
PROBLEM SOLVING Critique Reasoning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209A
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F8 Contents
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You can count back to solve subtraction
problems.
TOPIC 4 OVERVIEWMath Background: Focus ............................................227AMath Background: Coherence ..................................227CMath Background: Rigor ............................................. 227EProblem Solving ............................................................ 227FDifferentiated Instruction .......................................... 227GThe Language of Math ............................................... 227H
In Topic 4, students use strategies based on the properties of operations and the relationship between addition and subtraction to solve subtraction facts to 20.
Fluency Practice Activity .....................................................................285Vocabulary Review............................................................................286Reteaching ............................................................................... 287–288Topic Assessment ....................................................................... 291–292Topic Performance Assessment .................................................... 295–296Cumulative/Benchmark Assessment Topics 1–4 ...................................296B
TOPIC 4 Subtraction Facts to 20: Use StrategiesPlanner ........................................................................................... 227IInteractive Math Story .....................................................................227MMath and Science Project ...................................................................227Review What You Know ............................................................. 228–230Vocabulary Cards and Activities .................................................. 228–230
0 1 2 3 4 5 6 7 8 9 10
10 - 3 = 7
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4–2
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4–5
Count to Subtract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231A
Use Addition to Subtract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255A
Make 10 to Subtract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237A
Continue to Use Addition to Subtract . . . . . . . . . . . . . . . . . . . . . . . . . . 261A
Continue to Make 10 to Subtract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243A
Explain Subtraction Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267A
Fact Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249A
Solve Word Problems with Facts to 20 . . . . . . . . . . . . . . . . . . . . . . . . . 273A
PROBLEM SOLVING Reasoning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279A
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You can add three numbers in different ways.
TOPIC 5 OVERVIEWMath Background: Focus ............................................297AMath Background: Coherence ..................................297CMath Background: Rigor ............................................. 297EProblem Solving ............................................................ 297FDifferentiated Instruction .......................................... 297GThe Language of Math ............................................... 297H
In Topic 5, students work with addition and subtraction equations. They learn how to find a missing number in an equation and determine if an equation is true or false.
Fluency Practice Activity .....................................................................341Vocabulary Review............................................................................342Reteaching .......................................................................................343Topic Assessment ....................................................................... 345–346Topic Performance Assessment .................................................... 347–348
TOPIC 5 Work with Addition and Subtraction EquationsPlanner ........................................................................................... 297IInteractive Math Story .....................................................................297MMath and Science Project ...................................................................297Review What You Know .....................................................................298Vocabulary Activities .........................................................................298
3 5
+ 4
3 5
+ 4 12 12
89
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5–2
5–6
5–3
5–7
5–4
5–5
Find the Unknown Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299A
Add Three Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323A
True or False Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305A
Solve Addition and Subtraction Word Problems . . . . . . . . . . . . . . . 329A
Make True Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311A
PROBLEM SOLVING Precision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 335A
Word Problems with Three Addends . . . . . . . . . . . . . . . . . . . . . . . . . . . 317A
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F10 Contents
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Black Red Blue
llll lllllll
Fluency Practice Activity .....................................................................383Vocabulary Review............................................................................384Reteaching .......................................................................................385Topic Assessment ....................................................................... 387–388Topic Performance Assessment .................................................... 389–390
You can show data in a tally chart.
TOPIC 6 OVERVIEWMath Background: Focus ............................................349AMath Background: Coherence ..................................349CMath Background: Rigor ............................................. 349EProblem Solving ............................................................ 349FDifferentiated Instruction .......................................... 349GThe Language of Math ............................................... 349H
In Topic 6, students organize and interpret data to answer questions. They learn to represent data visually using tally charts and picture graphs.
TOPIC 6Represent and Interpret DataPlanner ........................................................................................... 349IInteractive Math Story ......................................................................349KMath and Science Project ...................................................................349Review What You Know ............................................................. 350–352Vocabulary Cards and Activities .................................................. 350–352
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6–2
6–3
6–4
6–5
Organize Data into Three Categories. . . . . . . . . . . . . . . . . . . . . . . . . . . 353A
Collect and Represent Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359A
Interpret Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365A
Continue to Interpret Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371A
PROBLEM SOLVING Make Sense and Persevere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377A
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F11Digital Resources at PearsonRealize.com
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TOPIC 7 Extend the Counting SequencePlanner ........................................................................................... 391IInteractive Math Story .....................................................................391MMath and Science Project ...................................................................391Review What You Know ............................................................. 392–394Vocabulary Cards and Activities .................................................. 392–394
Fluency Practice Activity .....................................................................437Vocabulary Review............................................................................438Reteaching .......................................................................................439Topic Assessment ....................................................................... 441–442Topic Performance Assessment .................................................... 443–444
Counting above 100 is just like counting
below 100.
TOPIC 7 OVERVIEWMath Background: Focus ............................................391AMath Background: Coherence ..................................391CMath Background: Rigor ............................................. 391EProblem Solving ............................................................ 391FDifferentiated Instruction .......................................... 391GThe Language of Math ............................................... 391H
In Topic 7, students extend their understanding of the counting sequence to numbers through 120.
100, 101
7–1
7–2
7–6
7–3
7–7
7–4
7–5
Count by 10s to 120 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395A
Count on an Open Number Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419A
Count by 1s to 120 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401A
Count and Write Numerals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 425A
Count on a Number Chart to 120 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407A
PROBLEM SOLVING Repeated Reasoning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 431A
Count by 1s or 10s to 120 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413A
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F12 Contents
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Fluency Practice Activity .....................................................................485Vocabulary Review............................................................................486Reteaching .......................................................................................487Topic Assessment ....................................................................... 489–490Topic Performance Assessment .................................................... 491–492Cumulative/Benchmark Assessment Topics 1–8 ...................................492B
TOPIC 8 Understand Place ValuePlanner ........................................................................................... 445IInteractive Math Story ......................................................................445KMath and Science Project ...................................................................445Review What You Know ............................................................. 446–448Vocabulary Cards and Activities .................................................. 446–448
You can think about numbers in different ways. 23 is 2 groups of 10 and
3 left over.
TOPICS 8 AND 9 OVERVIEWMath Background: Focus ............................................445AMath Background: Coherence ..................................445CMath Background: Rigor ............................................. 445EProblem Solving ............................................................ 445FDifferentiated Instruction .......................................... 445GThe Language of Math ............................................... 445H
In Topics 8–9, students learn that two-digit numbers represent amounts of tens and ones. They use their understanding of place value to compare numbers.
8–1
8–2
8–6
8–3
8–4
8–5
Make Numbers 11 to 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 449A
Continue with Tens and Ones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 473A
Numbers Made with Tens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 455A
PROBLEM SOLVING Look For and Use Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 479A
Count with Groups of Tens and Leftovers . . . . . . . . . . . . . . . . . . . . . . 461A
Tens and Ones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 467A
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TOPIC 9 Compare Two-Digit NumbersPlanner ..........................................................................................493AInteractive Math Story ..................................................................... 493CMath and Science Project ...................................................................493Review What You Know ............................................................. 494–496Vocabulary Cards and Activities .................................................. 494–496
Fluency Practice Activity .....................................................................533Vocabulary Review............................................................................534Reteaching .......................................................................................535Topic Assessment ....................................................................... 537–538Topic Performance Assessment .................................................... 539–540
Compare these numbers by comparing
tens first.
TOPICS 8 AND 9 OVERVIEWMath Background: Focus ............................................445AMath Background: Coherence ..................................445CMath Background: Rigor ............................................. 445EProblem Solving ............................................................ 445FDifferentiated Instruction .......................................... 445GThe Language of Math ............................................... 445H
In Topics 8–9, students learn that two-digit numbers represent amounts of tens and ones. They use their understanding of place value to compare numbers.
42 is greater than 24.42○7 24
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9–2
9–6
9–3
9–4
9–5
1 More, 1 Less; 10 More, 10 Less . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 497A
Compare Numbers on a Number Line . . . . . . . . . . . . . . . . . . . . . . . . . . 521A
Make Numbers on a Hundred Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . 503A
PROBLEM SOLVING Make Sense and Persevere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 527A
Compare Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 509A
Compare Numbers with Symbols (>, <, =) . . . . . . . . . . . . . . . . . . . . . . 515A
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F12B Contents
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For every ten you add, move down 1 row in the
hundred chart.
Fluency Practice Activity .....................................................................597Vocabulary Review............................................................................598Reteaching ............................................................................... 599–600Topic Assessment ....................................................................... 603–604Topic Performance Assessment .................................................... 607–608
TOPIC 10 Use Models and Strategies to Add Tens and OnesPlanner ........................................................................................... 541IInteractive Math Story .....................................................................541MMath and Science Project ...................................................................541Review What You Know .....................................................................542Vocabulary Activities .........................................................................542
In Topics 10–11, students use strategies based on place value and properties of operations to add within 100 and subtract multiples of 10 within 100.
TOPICS 10 AND 11 OVERVIEWMath Background: Focus ............................................541AMath Background: Coherence ..................................541CMath Background: Rigor ............................................. 541EProblem Solving ............................................................ 541FDifferentiated Instruction .......................................... 541GThe Language of Math ............................................... 541H
10–1
10–2
10–6
10–3
10–7
10–4
10–8
10–9
10–5
Add Tens Using Models. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 543A
Add Tens and Ones Using Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 567A
Mental Math: Ten More Than a Number . . . . . . . . . . . . . . . . . . . . . . . . 549A
Make a Ten to Add . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 573A
Add Tens and Ones Using a Hundred Chart . . . . . . . . . . . . . . . . . . . . 555A
Add Using Place Value. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 579A
Add Tens and Ones Using an Open Number Line . . . . . . . . . . . . . . . 561A
Practice Adding Using Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 585A
PROBLEM SOLVING Model with Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 591A
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TOPIC 11 Use Models and Strategies to Subtract TensPlanner ..........................................................................................609AInteractive Math Story ...................................................................... 609EMath and Science Project ...................................................................609Review What You Know .....................................................................610Vocabulary Activities .........................................................................610
Fluency Practice Activity .....................................................................653Vocabulary Review............................................................................654Reteaching .......................................................................................655Topic Assessment ....................................................................... 657–658Topic Performance Assessment .................................................... 659–660
5 tens minus 1 ten is like subtracting
5 - 1.
TOPICS 10 AND 11 OVERVIEWMath Background: Focus ............................................541AMath Background: Coherence ..................................541CMath Background: Rigor ............................................. 541EProblem Solving ............................................................ 541FDifferentiated Instruction .......................................... 541GThe Language of Math ............................................... 541H
In Topics 10–11, students use strategies based on place value and properties of operations to add within 100 and subtract multiples of 10 within 100.
5 tens - 1 ten = 4 tens
11–1
11–2
11–6
11–3
11–7
11–4
11–5
Subtract Tens Using Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 611A
Mental Math: Ten Less Than a Number . . . . . . . . . . . . . . . . . . . . . . . . . 635A
Subtract Tens Using a Hundred Chart . . . . . . . . . . . . . . . . . . . . . . . . . . 617A
Use Strategies to Practice Subtraction . . . . . . . . . . . . . . . . . . . . . . . . . 641A
Subtract Tens Using an Open Number Line . . . . . . . . . . . . . . . . . . . . 623A
PROBLEM SOLVING Model with Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 647A
Use Addition to Subtract Tens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 629A
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Fluency Practice Activity .....................................................................697Vocabulary Review............................................................................698Reteaching .......................................................................................699Topic Assessment ....................................................................... 701–702Topic Performance Assessment .................................................... 703–704Cumulative/Benchmark Assessment Topics 1–12 .................................704B
TOPIC 12 Measure LengthsPlanner ........................................................................................... 661IInteractive Math Story ......................................................................661KMath and Science Project ...................................................................661Review What You Know .....................................................................662Vocabulary Cards and Activities ........................................................662A
The crayon is 2 cubes long.
TOPIC 12 OVERVIEWMath Background: Focus ............................................661AMath Background: Coherence ..................................661CMath Background: Rigor ............................................. 661EProblem Solving ............................................................ 661FDifferentiated Instruction .......................................... 661GThe Language of Math ............................................... 661H
In Topic 12, students use indirect measurement to compare two lengths. They measure length using nonstandard units.
12–1
12–2
12–5
12–3
12–4
Compare and Order by Length . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 667A
Indirect Measurement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 673A
PROBLEM SOLVING Use Appropriate Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 691A
Use Units to Measure Length . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 679A
Continue to Measure Length . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 685A
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TOPIC 13 TimePlanner ........................................................................................... 705IInteractive Math Story ......................................................................705KMath and Science Project ...................................................................705Review What You Know ............................................................. 706–708Vocabulary Cards and Activities .................................................. 706–708
Fluency Practice Activity .....................................................................733Vocabulary Review............................................................................734Reteaching .......................................................................................735Topic Assessment ....................................................................... 737–738Topic Performance Assessment .................................................... 739–740
The minute hand and the hour hand can
help you tell time on a clock.
TOPIC 13 OVERVIEWMath Background: Focus ............................................705AMath Background: Coherence ..................................705CMath Background: Rigor ............................................. 705EProblem Solving ............................................................ 705FDifferentiated Instruction .......................................... 705GThe Language of Math ............................................... 705H
In Topic 13, students are introduced to the hour and minute hands on a clock. They tell time to the hour and half hour.
hour hand
minute hand
13–1
13–2
13–3
13–4
Understand the Hour and Minute Hands. . . . . . . . . . . . . . . . . . . . . . . 709A
Tell and Write Time to the Hour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 715A
Tell and Write Time to the Half Hour. . . . . . . . . . . . . . . . . . . . . . . . . . . . 721A
PROBLEM SOLVING Reasoning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 727A
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Fluency Practice Activity .....................................................................801Vocabulary Review............................................................................802Reteaching ............................................................................... 803–804Topic Assessment ....................................................................... 807–808Topic Performance Assessment .................................................... 811–812
TOPIC 14 Reason with Shapes and Their AttributesPlanner ........................................................................................... 741IInteractive Math Story .....................................................................741MMath and Science Project ...................................................................741Review What You Know .....................................................................742Vocabulary Cards and Activities ........................................................742A
Some shapes have straight sides.
Others do not.
TOPICS 14 AND 15 OVERVIEWMath Background: Focus ............................................741AMath Background: Coherence ..................................741CMath Background: Rigor ............................................. 741EProblem Solving ............................................................ 741FDifferentiated Instruction .......................................... 741GThe Language of Math ............................................... 741H
In Topics 14–15, students explore attributes of two- and three-dimensional shapes. They divide shapes into two and four equal shares to build a conceptual foundation for fractions.
3 straight sides
0 straight sides
14–1
14–2
14–6
14–3
14–7
14–4
14–8
14–9
14–5
Use Attributes to Define Two-Dimensional (2-D) Shapes . . . . . . . 747A
Compose New 2-D Shapes from 2-D Shapes. . . . . . . . . . . . . . . . . . . . 771A
Defining and Non-Defining Attributes of 2-D Shapes . . . . . . . . . . 753A
Use Attributes to Define Three-Dimensional (3-D) Shapes . . . . . 777A
Build and Draw 2-D Shapes by Attributes . . . . . . . . . . . . . . . . . . . . . . 759A
Defining and Non-Defining Attributes of 3-D Shapes . . . . . . . . . . 783A
Compose 2-D Shapes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 765A
Compose with 3-D Shapes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 789A
PROBLEM SOLVING Make Sense and Persevere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 795A
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TOPIC 15 Equal Shares of Circles and RectanglesPlanner ..........................................................................................813AInteractive Math Story ..................................................................... 813CMath and Science Project ...................................................................813Review What You Know ............................................................. 814–816Vocabulary Cards and Activities .................................................. 814–816
Fluency Practice Activity .....................................................................841Vocabulary Review............................................................................842Reteaching .......................................................................................843Topic Assessment ....................................................................... 845–846Topic Performance Assessment .................................................... 847–848Cumulative/Benchmark Assessment Topics 1–15 .................................848BEnd-of-Year Assessment ...................................................................848D
In Topics 14–15, students explore attributes of two- and three-dimensional shapes. They divide shapes into two and four equal shares to build a conceptual foundation for fractions.
TOPICS 14 AND 15 OVERVIEWMath Background: Focus ............................................741AMath Background: Coherence ..................................741CMath Background: Rigor ............................................. 741EProblem Solving ............................................................ 741FDifferentiated Instruction .......................................... 741GThe Language of Math ............................................... 741H
This circle is divided into quarters.
15–1
15–2
15–3
15–4
Make Equal Shares . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 817A
Make Halves and Fourths of Rectangles and Circles . . . . . . . . . . . 823A
Understand Halves and Fourths. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 829A
PROBLEM SOLVING Model with Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 835A
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