pacing guide at a glance – grade 1

Pacing Guide at a Glance – Grade 1

First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks

Start Smart

Chapter 1 - Describe and Compare

Numbers

Chapter 2 - Develop Addition Concepts

Chapter 5 - Develop Addition Strategies

Chapter 4 - Organize

and Use Data

Chapter 3 - Develop Subtraction Concepts

Chapter 6 - Develop

Subtraction Strategies

Chapter 7 - Measure Time

Chapter 8 - Recognize

Number Patterns

Chapter 9 - Compare Measurements

Chapter 10 - Solve

Addition and Subtraction Problems

Chapter 11 - Identify

Coins

Chapter 9 - Compare

Measurements Chapter 12 - Identify Geometric Figures

Chapter 13 -

Understand Place Value

Chapter 14 - Describe

Fractional Parts

Looking Ahead to next Year/Review

Continuing Learning Targets: Facts, Problem Solving, Patterns, Logic, Number Sense, Calendar, Estimation/Reasonableness

General Information Regarding Pacing Guide at a Glance:

• Chapters per quarter for completion are general guidelines. The teacher is the best judge of whether their students are proficient or need intervention.

• Items marked with an * are learning targets not addressed in this book. You may want to

check with a grade level below or above for information regarding these learning targets or supplement with your own materials.

• Supplemental materials may be found in any of the following excellent resources which are

provided as part of the math program: o Strategic Intervention Guide o English Language Learners Guide o Impact Guide

1 Elko 180 Scope and Sequence Grade 1

Scope and Sequence 1st Grade

Textbook Reference Macmillan McGraw-Hill

Copyright © 2009

Nevada State Learning Objectives

ECSD Learning Targets

Chapter 1 – Describe and Compare Numbers

Pretest, foldables, literature links, vocabulary, writing in math 1-1 Extend a Pattern - (pgs. 17-18) Describe and extend a pattern. Impact: Unit D

2.1.1 – Recognize, describe, label, extend, and create simple repeating patterns using symbols, objects, and manipulatives.

A1: a, b, c A2: a, b A3: c

1-2 Create a Pattern – (pgs. 19-20) Identify, describe, and create patterns. Impact: Unit D


A1: a, b, c A2: a, b A3: a, b

1-3 Look for a Pattern - Problem Solving Strategy – (pgs. 21-22) Use the look for a pattern strategy to solve patterns.


A1: b A2: b A3: a, b, c

1-4 Numbers to 10 – (pgs. 23-26) Count, read, and write whole numbers to 10.

1.1.3 – Read and write number words to ten. 2.1.3 – Create, compare, and describe sets of objects as greater than, less that, or equal to. Supplemental material needed.

A1: a, c A2: a, b, c, d, f, g A1: a, b A2: a A3: a, b

1-5 Number 11 to 15 - (pgs. 27-28) Count, read, and write whole numbers to 15.

1.1.3 – Read, write, compare, and order numbers 0 – 100. 2.1.3 – Create, compare, and describe sets of objects as greater than, less that, or equal to. Supplemental material needed.

A1: a, c A2: a, b, d A1: a, b A2: a A3: a, b

1-6 Numbers 16 to 20 - (pgs. 29-30) Count, read, and write whole numbers to 20.

1.1.3 – Read, write, compare, and order numbers 0 – 100. 2.1.3 – Create, compare, and describe sets of objects as greater than, less that, or equal to. Supplemental material needed.

A1: a, c A2: a, b, d A1: a, b A2: a A3a, b

1-7 Choose a Strategy - Problem Solving Investigation – (pgs. 33-34) Choose the best strategy to solve a problem.


A3: a, b


1-8 Compare Numbers – (pgs. 35-36) Use concrete and pictorial models to compare whole numbers to 20.

1.1.3 – Create, compare, and describe sets of objects and numbers 0-100 as greater than, less than, or equal to (>, <, =). 2.1.3 – Create, compare, and describe sets of objects as greater than, less than, or equal to.

A1: c A2: h A3: a, b A1: a, b A2: a A3: a, b

1-9 Order Numbers – (pgs. 39-40) Use concrete and pictorial models to order whole numbers to 20.

1.1.3 – Read, write, compare, and order numbers 0 – 100. 2.1.3 – Create, compare, and describe sets of objects as greater than, less than, or equal to.

A1: a A2: b, c A1: a, b A2: a A3: a, b

Project 1 – I Spy Patterns – (pgs. P3-P4) 2.1.1 – Recognize, describe, label, extend, and create simple repeating patterns using symbols, objects, and manipulatives.

A1a, b, c A2 a, b A3 c

*Ordinal Positions – (pgs. 127-128; P9; P12) 1.1.3 – Identify ordinal positions first through tenth. These are secondary concepts in the lessons. You will need to supplement ordinal positions. The Projects 9 and 12 are good lessons for this.

A1: b, c A2: e

*Read and Write Numbers Words to Ten 1.1.3 – Read and write number word to ten. Supplemental material needed.

A2: f, g

*Logic – Sequence 4.1.9 – Identify what comes next in a step-by-step story of event sequence. This may be an area that can be supplemented throughout the chapters—reading, too.

A2: b A3: b

*Time (Calendar, months) 3.1.6 – Recite in order the months of the year. 3.1.6 – use a calendar to identify days, weeks, months, and a year. Both of these learning targets need supplemental materials.

A1: a, b, A2: a, b, c A1: a, b A2: a, b, c




Copyright © 2009



Chapter 2 – Develop Addition Concepts

Pretest, foldables, literature links, vocabulary, writing in math

2-1 Addition Stories – (pgs. 51-52) Use counters to show addition stories. Impact: Units A and C

1.1.8 – Demonstrate the joining and separating of sets with 20 or fewer objects. Model the meaning of addition in a variety of ways including the comparison of sets using objects, pictorial representations, and symbols. 1.1.8 – Use mathematical vocabulary and symbols to describe addition, subtraction, and equality.

A1: b A2: a A2: c

2-2 Modeling Addition – (pgs. 53-54) Add by joining two groups. Impact: Units A and C

1.1.8 – Demonstrate the joining and separating of sets with 20 or fewer objects. 1.1.8 – Model the meaning of addition in a variety of ways including the comparison of sets using objects, pictorial representations, and symbols. 1.1.8 – Use mathematical vocabulary and symbols to describe addition, subtraction, and equality.

A1: b A2: a, c A1: b A2: a A2: c

2-3 Addition Sentences – (pgs. 55-56) Write addition sentences using + and =. Impact: Units C and G

1.1.8 – Use mathematical vocabulary and symbols to describe addition, subtraction, and equality. 1.1.8 – Demonstrate the joining and separating of sets with 20 or fewer objects.

A1: a, b A2: a, b, c A1: a, b A2: a, b, c

2-4 Adding Zero – (pgs. 59-60) Find sums by adding zero.

1.1.5 – Identify and model basic addition facts. A1: a, b, c A2: a, c

2-5 Write a Number Sentence - Problem Solving Strategy – (pgs. 61-62) Use the write a number sentence strategy to solve problems.

1.1.8 – Model the meaning of addition in a variety of ways including the comparison of sets using objects, pictorial representations, and symbols.

A3: a


2-6 Ways to Make 4, 5, and 6 – (pgs. 65-66) Use counters to make sums of 4, 5, and 6. Impact: Units A and G

1.1.5 – Identify and model basic addition facts. 1.1.8 – Demonstrate the joining and separating of sets with 20 or fewer objects. Model the meaning of addition in a variety of ways including the comparison of sets using objects, pictorial representations, and symbols. Use mathematical vocabulary and symbols to describe addition, subtraction, and equality.

A1: a A2: a, b, c, d A3: a A1: a, b A2: a, b, c A3: a

2-7 Ways to Make 7, 8, and 9 – (pgs. 67-68) Use counters to make sums of 7, 8, and 9. Impact: Units A and G



2-8 Ways to Make 10, 11, and 12 – (pgs. 69-70) Use a ten-frame and counters to make 11, 12, and 13. Impact: Units A and G



2-9 Choose a Strategy - Problem Solving Investigation – (pgs. 73-74) Choose the best strategy to solve a problem.

1.1.5 – Identify and model basic addition facts. 1.1.8 – Demonstrate the joining and separating of sets with 20 or fewer objects.

A1: a, b A2: a, b A3: a A1: a, b A2: a, b, c A3: a

2-10 Vertical Addition – (pgs. 75-76) Write addition facts horizontally and vertically. Impact: Unit A

1.1.5 – Identify and model basic addition facts. 1.1.8 – Demonstrate the joining and separating of sets with 20 or fewer objects.

A1: a, b, c A2: a, b, c A1: a, b A2: a, b, c A3: a

*Variables and Unknowns 2.1.2 – Recognize that unknowns in an addition or subtraction equation represent a missing value that will make the statement true. Supplemental materials needed.

A1: a, b A2: a A3: a


Scope and Sequence

1st Grade Textbook Reference

Macmillan McGraw-Hill Copyright © 2009



Chapter 3 – Develop Subtraction Concepts


3-1 Subtraction Stories – (pgs. 87-88) Use counters to model subtraction stories. Impact: Units A and C

1.1.8 – Demonstrate the joining and separating of sets with 20 or fewer objects. Model the meaning of subtraction in a variety of ways including the comparison of sets using objects, pictorial representations, and symbols. 1.1.8 – Use mathematical vocabulary and symbols to describe addition, subtraction, and equality.

A1: b A2: a A2: c

3-2 Modeling Subtraction – (pgs. 89-90) Use counters to subtract and show how many are left. Impact: Units A and C

1.1.8 – Demonstrate the joining and separating of sets with 20 or fewer objects. 1.1.8 – Model the meaning of subtraction in a variety of ways including the comparison of sets using objects, pictorial representations, and symbols. 1.1.8 – Use mathematical vocabulary and symbols to describe addition, subtraction, and equality.

A1: b A2: a, c A1: b A2: a A2: c

3-3 Subtraction Sentences – (pgs. 91-92) Use pictures and the symbols minus (-) and equals (=) to write subtraction sentences. Impact: Units A, C, and G

1.1.8 – Use mathematical vocabulary and symbols to describe addition, subtraction, and equality. 1.1.8 – Demonstrate the joining and separating of sets with 20 or fewer objects.

A1: a, b A2: a, b, c A1: a, b A2: a, b, c

3-4 Subtract Zero and All – (pgs. 95-96) Write number sentences subtracting zero or find a difference of zero. Impact: Units A and G

1.1.5 – Identify and model basic subtraction facts. A1: a, b, c A2: a, c

3-5 Draw a Picture - Problem-Solving Strategy – (pgs. 97-98) Use the draw a picture strategy to solve problems.

1.1.8 - Model the meaning of subtraction in a variety of ways including the comparison of sets using objects, pictorial representations, and symbols.

A3: a


3-6 Subtract from 4, 5, and 6 – (pgs. 101-102) Use connecting cubes to subtract from 4, 5, and 6. Impact: Unit A

1.1.5 – Identify and model basic subtraction facts. 1.1.8 – Demonstrate the joining and separating of sets with 20 or fewer objects. Model the meaning of addition in a variety of ways including the comparison of sets using objects, pictorial representations, and symbols. Use mathematical vocabulary and symbols to describe addition, subtraction, and equality.




A1: a A2: a, b, c, d A3a A1: a, b A2: a, b, c A3: a

3-8 Use a Model – Problem-Solving Investigation – (pgs. 105-106) Choose the best strategy to solve a problem.

1.1.8 – Model the meaning of subtraction in a variety of ways including the comparison of sets using objects, pictorial representations, and symbols.

A3: a


1.1.5 – Identify and model basic subtraction facts. 1.1.8 – Model the meaning of subtraction in a variety of ways including the comparison of sets using objects, pictorial representations, and symbols.


3-10 Vertical Subtraction – (pgs. 111-112) Write Subtraction facts in horizontal and vertical form. Impact: Unit A

1.1.5 – Identify and model basic subtraction facts. 1.1.8 – Demonstrate the joining and separating of sets with 20 or fewer objects.


Problem Solving in Social Studies – (pgs. 113-114) 5.1.1 – Collect, organize, and record data. 1.1.8 – Demonstrate the joining and separating of sets with 20 or fewer objects.

A1: a, b, c A2: a A3: a, b A1: a, b A2: a, b, c A3: a


A1: a, b A2: a A3: a




Copyright © 2009



Chapter 4 – Organize and Use Data


4-1 Sort and Classify – (pgs. 123-124) Use a Venn diagram to sort and classify objects. Impact: Unit E

4.1.9 – Sort and classify objects by size or thickness. A1: a, b, c A2: a A3: a, b

4-2 Picture Graphs – (pgs. 125-126) Make and read a picture graph. Impact: Unit E

5.1.1 – Collect, organize, and record data. A1: c A2: a A3: b

4-3 Make a Table – Problem-solving Strategy – (pgs. 127-128) Use the make a table strategy to solve problems.

5.1.1 – Collect, organize, and record data. A1: c A2: a

4-4 Tally Charts – (pgs. 129-130) Make and read a tally chart. Impact: Unit E

5.1.1 – Collect, organize, and record data. A1: a, c A2: a A3: a, b

4-5 Read a Bar Graph – (pgs. 133-134) Read a bar graph. Impact: Unit E

5.1.1 – Collect, organize, and record data. A1: b, c A2: a A3: a, b

4-6 Make a Bar Graph – (pgs. 137-140) Make a bar graph. Impact: Unit E

5.1.1 – Collect, organize, and record data. A1: a, b, c A2: a A3: a, b

4-7 Choose a Strategy – Problem Solving Investigation – pgs. 141-142) Choose the best strategy to solve a problem.

1.1.8 – Demonstrate the joining and separating of sets with 20 or fewer objects. Use mathematical vocabulary and symbols to describe addition and subtraction.

A1: a,b A2: a, b, c A3: a

4-8 Certain or Impossible – (pgs. 143-144) Identify events as certain or impossible.

2nd Grade Standard


Problem Solving in Science – (pgs. 145-146) 5.1.1 – Collect, organize, and record data. 3.1.1 – Compare, order, describe, and represent objects by length and weight.

A1: a, b, c A2: a, b, c A1c

Project 2 – Fruit Kabob Factory – (pgs. P7-P10) 5.1.1 – Collect, organize, and record data. A1: a, b, c A2: a, b, c A3: a, b




Copyright © 2009



Chapter 5 – Develop Addition Strategies


5-1 Add in Any Order – (pgs. 155 -156) Identify related addition facts with sums to 12. Impact: Unit B

1.1.5 – Identify and model basic addition facts (sums to 10).

A1: a, b, c A2: a, b, c, d

5-2 Count on 1, 2, or 3 – (pgs. 157-159) Count on from the greater number to find the sum. Impact: Unit B

1.1.5 – Identify and model basic addition facts (sums to 10). 1.1.8 – Demonstrate the joining and separating of sets with 20 or fewer objects. Model the meaning of addition in a variety of ways including the comparison of sets using objects, pictorial representations, and symbols. Use mathematical vocabulary and symbols to describe addition, subtraction, and equality.

A1: a, b, c A2: a, b, c, d A1: a, b A2: a, b, c

5-3 Act It Out! – Problem-Solving Strategy – (pgs. 161-162) Use the act it out strategy to solve problems.


A1: a, b, c A2: a, b, c A3: a A1: a, b A2: a, b, c A3: a

5-4 Add 1, 2, or 3 – (pgs. 163-164) Practice adding by counting on from the greater number.


A1: a, b, c A2: a, b, c A3: a A1: a, b A2: a, b, c


5-5 Use a Number Line to Add – (pgs. 165-166) Use a number line to add. Impact: Unit B



5-6 Doubles – (pgs. 169-170) Use doubles facts to add. Impact: Unit B


A1: a, b, c A2: a, b, c A1: a, b A2: a, b, c

5-7 Doubles Plus 1 – (pgs. 171-172) Identify and use doubles plus 1 facts to add.



5-8 Choose a Strategy – Problem-Solving Investigation – (pgs. 173-174) Choose the best strategy to solve a problem.

1.1.8 – Demonstrate the joining and separating of sets with 20 or fewer objects. Model the meaning of addition in a variety of ways including the comparison of sets using objects, pictorial representations, and symbols. Use mathematical vocabulary and symbols to describe addition, subtraction, and equality.

A3: a


A1: a, b A2: a A3: a




Copyright © 2009



Chapter 6 – Develop Subtraction Strategies

Pretest, foldables, literature links, vocabulary, writing in math 6-1 Count Back 1, 2, or 3 – (pgs. 185-186) Count back by 1, 2, or 3 to subtract. Impact: Unit B

1.1.5 – Identify and model basic subtraction facts. 1.1.8 – Demonstrate the joining and separating of sets with 20 or fewer objects. Use mathematical vocabulary and symbols to describe addition, subtraction, and equality.

A1: a, b, c A2: a, b, c A3: a A1: a, b A2: a, b, c A3: a

6-2 Write a Number Sentence – Problem-Solving Strategy – (pgs. 187-188) Use the write a number sentence to solve problems.

1.1.5 Identify and model basic subtraction facts.

A1: a, c A2: a, b, c, A3: a

6-3 Use a Number Line to Subtract – (pgs. 189-190) Use a number line to subtract differences to 12. Impact: Unit B




1.1.8 – Demonstrate the joining and separating of sets with 20 or fewer objects. Model the meaning of addition in a variety of ways including the comparison of sets using objects, pictorial representations, and symbols. Use mathematical vocabulary and symbols to describe addition, subtraction, and equality. Process Standard A – Apply previous experience and knowledge to new problem solving situations. Find solutions to problems for everyday situations.

A1: a, b A2: a, b, c A3: a


6-5 Use Doubles to Subtract – (pgs. 195-196) Use doubles facts to subtract. Impact: Unit A

1.1.5 – Identify and model basic subtraction facts. 1.1.8 –Model the meaning of addition in a variety of ways including the comparison of sets using objects, pictorial representations, and symbols. Use mathematical vocabulary and symbols to describe addition, subtraction, and equality.

A1: a, b, c A2: a, c, d A1: a, b A2: a, b, c A3: a

6-6 Relate Addition to Subtraction – (pgs. 197-198) Relate addition and subtraction facts to solve problems. Impact: Unit B

1.1.5 – Identify and model basic addition and subtraction facts.

A1: a, b, c A2: b, c, d A3: a

6-7 Fact Families – (pgs. 199-200) Write fact families to 12. Impact: Unit A


A1: a, b, c A2: b, c, d

Problem Solving in Social Studies – (pgs. 203-204) 1.1.5 – Identify and model basic addition and subtraction facts.

A1: a, c A2: a, b, c

Looking Ahead - Missing Addends – (pgs. LA3-LA4) 1.1.5 – Identify and model basic addition and subtraction facts.

A1: a, c A2: a, b, c


A1: a, b A2: a A3: a




Copyright © 2009



Chapter 7 – Measure Time


7-1 Ordering Events – (pgs. 213-214) Put events in order.

2nd Grade Standard

7-2 Time to the Hour –(pgs. 215-216) Read and write time to the nearest hour.

3.1.6 Read time to the nearest hour. A1: c, e A2: e A3: a

7-3 Time to the Half Hour – (pgs. 217-218) Recognize time to the nearest half hour.

2nd Grade Standard

7-4 Make a Table – Problem-Solving Strategy – (pgs. 219-220) Use the make a table strategy to solve a problem.

2nd Grade Standard

7-5 Telling Time to the Hour and Half Hour – (pgs. 223-226) Tell time to the hour and half hour on digital and analog clocks.

2nd Grade Standard

7-6 Relate Time to Events – (pgs. 227-228) Relate time to events.

Teach in 4th quarter.


2nd Grade Standard

*Time 3.1.6 – Read time to the nearest hour. All learning targets listed need supplemental materials.

A1: a, d, e A2: d, e A3: a



Textbook Reference

Macmillan McGraw-Hill Copyright © 2009



Chapter 8 – Recognize Number Patterns


8-1 Counting to 20 – (pgs. 243-244) Make, count, and write numbers to 20. Tell how many tens and ones there are in numbers to 20.

1.1.1 – Identify, model, read, and write place value potions of 1s and 10s. Very introductory lesson about place value.

A1: a, b A2: a

8-2 Counting by Tens – (pgs. 245-246) Make, count, and write tens to 100. Impact: Unit H

1.1.4 – Use number patterns and models to count by 10s.

A1: a, b A2: a

8-3 Look for a Pattern – Problem Solving Strategy – (pgs. 247-248) Use the look for a pattern strategy to solve problems.

2.1.1 – recognize, describe, label, extend, and create simple repeating patterns. Process Standard C – Students will use patterns and relationships to analyze mathematical situations.

A1: a, b, c A2: b

8-4 Hundred Chart – (pgs. 249-252) Count and order numbers from 1 to 100 on a hundred chart. Problem Solving in Social Studies (pgs. 267-268)

1.1.3 – Read, write, compare, and order numbers from 0-100. 1.1.4 – Use number patterns and models to count by 10s.

A1: a, c A2: a, b, c, d A1: a, b A2: a

8-5 Estimating with Groups of Ten – (pgs. 255-256) Use a group of 10 as a guide to estimate quantities up to 100. Impact: Unit H

1.1.6 – Estimate the number of objects in a set of 10 and verify by counting.

A1: a, b, c, d A2: a A3: a


Process Standard A – Find solutions to problems from everyday situations. Process Standard B – use physical materials, models, pictures, or writing to represent and communicate mathematical ideas.

8-7 Skip Counting by 2s, 5s, and 10s – (pgs. 259-260) Skip count by 2s, 5s, and 10s, to 100.

1.1.4 – Use number patterns and models to count by 2s, 5s, and 10s to 100.

A1: a, b A2: a

8-8 Skip counting on a Hundred Chart – (pgs. 261-262) Use a hundred chart to identify and continue skip-counting patterns. Impact: Unit D


A1: a, b A2: a


8-9 Even and Odd – (pgs. 263-264) Find patterns in numbers such as even and odd numbers. Impact: Unit D


A1: a, b A2: a

Problem Solving in Social Studies – (pgs. 267-268) 1.1.4 – Use number patterns and models to count by 10s.

A1: a, b A2: a

Looking Ahead – Count on Tens and Ones – (pgs. LA5-LA6) 1.1.4 – Use number patterns and models to count by 2s, 5s, and 10s to 100.

A1: a, b A2: a


A1: a, b A2: a A3: a




Copyright © 2009



Chapter 9 – Compare Measurements


9-1 Compare and Order Lengths – (pgs. 277-278) Compare an order the lengths of two or more objects using direct comparison. Impact: Unit G

3.1.1 – Compare, order, describe, and represent objects by length and weight. 3.1.2 – Compare and measure length and weight using non-standard measurement.

A1: a, b, c A2: a A3: a A1: a, b A2: a, c, e A3: a, b

9-2 Nonstandard Units of Length – (pgs. 279-280) Measure length using nonstandard units. Impact: Unit G


A1: a, b, c A2: a A3: a A1: a, b A2: a, c, e A3: a

9-3 Guess and Check – Problem Solving Strategy – (pgs. 281-282) Use the guess and check strategy to solve problems.


A1: a, b, c A2: a A3: a A1: a, b A2: a, c, e A3: a

9-4 Compare and Order Weights – (pgs. 285-288) Compare and order the weights of two or more objects. Impact: Unit G


A1: a, b, c A2: b A3: b, c A1: a, b A2: b, d, e A3: b

9-5 Compare and Order Capacities – (pgs. 291-294) Compare and order the capacities of two or more objects.

3rd Grade Standard

9-6 Compare and Order Temperatures – (pgs. 295-296) Compare and order two or more objects according to relative temperatures.

2nd Grade Standard

9-7 Choose a Strategy – Problem Solving Investigation – (pgs. 299-300) Choose the best strategy to solve a problem.

5.1.1- Collect, organize, and record data. A1: c A2: a, c A3: a


9-8 Compare Areas – (pgs. 301-304) Compare the areas of two or more shapes.

4.1.9 – Sort and classify objects by size or thickness.

A1: a, b, c A2: a A3: a

9-9 Order Areas – (pgs. 305-306) Order the areas of two or more shapes.

4.1.9 – Sort and classify objects by size or thickness.

A1: a, b, c A2: a A3: a

*Comparison, Estimation, and Conversion 3.1.1 – Compare, order, describe, and represent objects be length and weight. Supplemental materials needed.

A2: b A3: b, c

*Comparison, Estimation, and Conversion 3.1.2 – Compare and measure length and weight using non-standard measurement. Supplemental materials needed.

A2: b, d A3: a, b




Copyright © 2009



Chapter 10 – Solve Addition and Subtraction Problems


10-1 Doubles – (pgs. 317-318) Use doubles facts to add. Impact: Units B and G



10-2 Doubles Plus 1 – (pgs. 319-320) Use doubles plus 1 facts to add. Impact: Units B and G



10-3 Make a 10 to Add – (pgs. 323-324) Use the strategy make a 10 to find sums. Impact: Units B and H

1.1.5 – Identify and model basic addition facts. 2.1.2 – Recognize that unknowns in an addition or subtraction equation represent a missing value that will make the statement true.

A1: a, b, c A2: a, b A1: a, b

10-4 Draw a Picture – Problem-Solving Strategy – (pgs. 325-326) Use the draw a picture strategy to solve problems.

1.1.5 – Identify and model basic addition and corresponding subtraction facts.

A1: a, b, c A2: a, b A3: a

10-5 Use Doubles to Subtract – (pgs. 329-330) Relate doubles addition facts to subtraction facts.

1.1.5 – Identify and model basic subtraction facts. 1.1.8 –Model the meaning of addition in a variety of ways including the comparison of sets using objects, pictorial representations, and symbols. Use mathematical vocabulary and symbols to describe addition, subtraction, and equality.

A1: a, b, c A2: a, c, d A1: a, b A2: a, b, c A3: a


10-6 Relate Addition and Subtraction – (pgs. 331-332) Identify patterns in related addition and subtraction sentences. Impact: Unit B


A1: a, b, c A2: b, c, d A3: a


1.1.5 – Identify and model basic addition and subtraction facts

A1: a, b, c A2: b, c, d A3: a

10-8 Fact Families – (pgs. 335-338) Identify patterns in fact families. Impact: Unit G


A1: a, b, c A2: a, b, c A3: a

10-9 Ways to Model Numbers – (pgs. 339-340) Use models to make a number in different ways. Impact: Unit B

1.1.8 – Model the meaning of addition in a variety of ways including the comparison of sets using objects, pictorial representations, and symbols. (Part/part whole addition lesson.)

A1: a, b A2: b, c A3: a

Problem Solving in Social Studies – (pgs. 341-342) 1.1.5 – Identify and model basic addition and subtraction facts.

A1: a, b, c A2: a, b, c A3: a


A1: a, b A2: a A3: a




Copyright © 2009



Chapter 11 – Identify Coins


11-1 Pennies and Nickels – (pgs. 351-352) Identify by name and value pennies and nickels.

3.1.4 – Determine the value of any set of pennies, nickels, and dimes.

A1: a, b, c, d A2: a A3: a

11-2 Pennies and Dimes – (pgs. 353-354) Identify by name and value dimes and pennies.


A1: a, b, c, d A2: a A3: a

11-3 Pennies, Nickels, and Dimes – (pgs. 355-356) Find the value of a group of dimes, nickels, and pennies.


A1: a, b, c, d A2: a A3: a

11-4 Counting Money – (pgs. 357-358) Count coins to find their total value.


A1: a, b, c, d A2: a A3: a

11-5 Act It Out – Problem-Solving Strategy – (pgs. 359-360) Use the act it out strategy to solve problems. Problem Solving Social Studies (pgs. 375-376).


A1: a, b, c, d A2: a A3: a

11-6 Equal Amounts – (pgs. 363-364) Identify different combinations of coins that equal the same value.


A1: a, b, c, d A2: a A3: a

11-7 Quarters – (pgs. 365-358) Identify the value of a quarter. Count groups of coins.

2nd Grade Standard

11-8 Choose a Strategy – Problem-Solving Strategy – (pgs. 369-370) Choose the best strategy to solve a problem.

2nd Grade Standard

11-9 Money Amounts – (pgs. 371-372) Find the value of a mixed set of coins. Compare the value of a set of coins with prices.

2nd Grade Standard

Problem Solving in Social Studies - (pgs. 375-376) 3.1.4 – Determine the value of any set of pennies, nickels, and dimes.

A1: a, b, c, d A2: a A3: a


Project 4 – Toys From the Past and Present – (pgs. P15-P16) 3.1.4 – Determine the value of any set of pennies, nickels, and dimes.

A1: a, b, c, d A2: a A3: a


A1: a, b A2: a A3: a




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Chapter 12 – Identify Geometric Figures


12-1 Three-Dimensional Figures – (pgs. 385-386) Identify common three-dimensional figures and relate them to real-world objects. Impact: Unit I

4.1.4 – Identify and name three-dimensional figures in the environment.

A1: a, b A2: a

12-2 Faces and Corners – (pgs. 387-388) Describe and identify three-dimensional figures in order to sort them according to number of faces and corners. Impact: Unit I

4.1.4 – Identify and name three-dimensional figures in the environment.

A1: a, b A2: a

12-3 Look for a Pattern – Problem-Solving Strategy – (pgs. 389-390) Use the look for a pattern strategy to solve problems.

2.1.1 – Recognize, label, extend, and create simple repeating patterns using symbols, objects, and manipulatives.

A1: a, b, c A2: a, b A3: a, b, c

12-4 Two- and Three-Dimensional Figures – (pgs. 391-394) Use faces of three-dimensional figures to compose two-dimensional figures. Impact: Units I and J

4.1.1 – Name, sort, and sketch two-dimensional shares (circles, triangles, rectangles-including squares) regardless of orientation. 4.1.4 – Identify and name three-dimensional figures in the environment. Supplemental materials needed.

A1: a, b A2: a A1: a, b A2: a A2: b

12-5 Two-Dimensional Figures – (pgs. 395-396) Identify, describe, and compare attributes of two-dimensional figures. Impact: Unit J

4.1.1 – Name, sort, and sketch two-dimensional shares (circles, triangles, rectangles-including squares) regardless of orientation.

A1: a, b A2: a A3: a


4.1.1 – Name, sort, and sketch two-dimensional shares (circles, triangles, rectangles-including squares) regardless of orientation. 2.1.1 – Recognize, label, extend, and create simple repeating patterns using symbols, objects, and manipulatives.

A1: a, b A3: a A1: a, b, c A2: b A3: a, b


12-7 Position – (pgs. 401-404) Use position words to tell where objects are located.

4.1.2 – Demonstrate an understanding of position words, including up/down, left/right, top/bottom, and between/middle, by describing relative location of objects. Supplemental materials needed.

A1: a, b A2: a

12-8 Make New Figures – (pgs. 405-406) Use pattern blocks to make new figures.


A1: a, b A2: a A3: a

12-9 Give and Follow Directions – (pgs. 407-408) Give and follow directions to find locations.

4.1.2 – Demonstrate an understanding of potion words, including up/down, left/right, top/bottom, and between/middle, by describing relative location of objects. Supplemental materials needed.

A1: a, b A2: a A3: a

Problem Solving in Art – (pgs. 409-410)


A1: a, b A2: a

*Symmetry 4.1.3 – Identify and copy two-dimensional designs that contain a line of symmetry. All learning targets listed need supplemental materials.

A1: a, b, c A2: a A3: a




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Chapter 13 – Understand Place Value


13-1 Tens – (pgs. 419-422) Create sets of tens and use concrete objects to describe whole numbers. Impact: Unit H

1.1.1 – Identify, model, and write place value positions of 1s and 10s. Identify the value of a given digit in the 1s and 10s place.

A1: a, b A2: a, b, d, f

13-2 Tens and Ones – (pgs. 423-424) Create sets of tens and ones to describe whole numbers.

2nd Grade Standard

13-3 Guess and Check – Problem-Solving Strategy – (pgs. 427-428) Use the guess and check strategy to solve problems.


A1: a, b A2: a

13-4 Numbers to 50 – (pgs. 429-432) Learn to show numbers to 50 using tens and ones. Impact: Unit H


A1: a, b A2: a, b, c, d, e, f

13-5 Numbers to 100 – (pgs. 433-434) Learn different ways to show a number. Impact: Unit H

1.1.1 – Identify, model, and write place value positions of 1s and 10s. Identify the value of a given digit in the 1s and 10s place

A1: a, b A2: a, b, c, d, e, f

13-6 Estimate Numbers – (pgs. 439-440) Learn to estimate numbers. Impact: Unit H

1.1.6 – Estimate the number of objects in a set to 10 and verify by counting.

A1: a, b, c, d A1: a A2: a

13-7 Choose a Strategy – Problem-Solving Investigation – (pgs. 441-442) Choose the best strategy to solve a problem. Impact: Unit H

1.1.6 – Estimate the number of objects in a set to 10 and verify by counting.

A1: a, b, c, d A1: a A2: a


13-8 Compare Numbers to 100 – (pgs. 443-444) Compare whole numbers using sets of concrete objects. Impact: Unit H

1.1.1 – Identify, model, and write place value positions of 1s and 10s. Identify the value of a given digit in the 1s and 10s place. 1.1.3 – Read, write, compare, and order numbers from 1-100. Create, compare, and describe sets of objects and numbers from 0-100 as greater than, less than, or equal to (>, <, =).

A1: a, b A2: a, b, c, d, e, f A1: a, c A2: a, b, c, d, f, h A3: a, b

13-9 Order Numbers to 100 – (pgs. 445-446) Order whole numbers using concrete objects and pictorial models. Impact: Unit H

1.1.3 – Read, write, compare, and order numbers from 1-100.

A1: a, c A2: a, b

Problem Solving in Science – (pgs. 447-448) 1.1.3 – Read, write, compare, and order numbers from 1-100. Create, compare, and describe sets of objects and numbers from 0-100 as greater than, less than, or equal to (>, <, =).

A1: a, c A2: a, c, h A3: a, b


A1: a, b A2: a A3: a




Copyright © 2009



Chapter 14 – Describe Fractional Parts


14-1 Equal Parts – (pgs. 457-458) Identify equal parts.

1.1.2 – Identify and model a whole.

A1: a, c A2: a

14-2 Draw a Picture – Problem Solving Strategy – (pgs. 459-460) Use the draw a picture strategy to solve problems.

1.1.2 – Identify and model a whole. Identify and model ½ as two equal parts of a whole of a set of objects.

A1: a, b, c A2: a, b

14-3 One Half – (pgs. 461-462) Separate a whole into two equal parts.

1.1.2 – Identify and model a whole. Identify and model ½ as two equal parts of a whole of a set of objects.

A1: a, b, c A2: a, b

14-4 One Third and One Fourth – (pgs. 463-464) Identify one third and one fourth of a whole.

2nd Grade Standard – Unit fractions

14-5 Non-Unit Fractions – (pgs. 469-470) Describe whole objects or sets using non-unit fractions.

3rd Grade Standard

14-6 Fractions of a Set – (pgs. 471-472) Use appropriate language to describe parts of a set.

4th Grade Standard


3rd Grade Standard




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Chapter 15 – Solve Two-Digit Addition and Subtraction Problems

15-1 Add and Subtract Tens – (pgs. 485-486) Use base-ten blocks to add and subtract tens.

2nd Grade Standard

15-2 Add with Two-Digit Numbers – (pgs. 487-488) Add one- and two-digit numbers without regrouping.

2nd Grade Standard

15-3 Guess and Check/Problem Solving Strategy – (pgs. 489-490) Use the guess-and-check strategy to solve problems.

2nd Grade Standard

15-4 Add Two-Digit Numbers – (pgs. 491-491) Add 2 two-digit numbers without regrouping.

2nd Grade Standard

15-5 Estimate Sums Estimate the sums of two-digit addends by rounding.

2nd Grade Standard

15-6 Subtract with Two-Digit Numbers – (pgs. 499-500) Subtract a one-digit number from a two-digit number without regrouping.

2nd Grade Standard

15-7 Subtract Two-Digit Numbers – (pgs. 501-502) Subtract a two-digit number from a two-digit number without regrouping.

2nd Grade Standard

15-8 Choose a Strategy-Problem-Solving Investigation – (pgs. 503-504) Choose the best strategy to solve a problem.

2nd Grade Standard

15-9 Estimate Differences – (pgs. 505-506) Estimate the difference of two-digit numbers by rounding.

2nd Grade Standard


pacing guide at a glance – grade 1

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